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One Size Does Not Fit All: An Introduction to Differentiated Instruction

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One Size Does Not Fit All: An Introduction to Differentiated Instruction Workshop 1 Facilitated By Sara Fridley & Kathleen West Region 3 Education Service Agency – PowerPoint PPT presentation

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Title: One Size Does Not Fit All: An Introduction to Differentiated Instruction


1
One Size Does Not Fit AllAn Introduction to
Differentiated Instruction
Workshop 1
  • Facilitated By
  • Sara Fridley Kathleen West
  • Region 3 Education Service Agency
  • sara.fridley_at_k12.sd.us
  • kathleen.a.west_at_k12.sd.us

2
Take Care of Business
  • Introductions
  • Expectations of Trainers
  • Credit
  • Service Agreements

3
Workshop Outcomes
  • Increased understanding of what Differentiated
    Instruction IS IS NOT
  • Add to our Instructional Strategies Toolbox
  • Increased understanding of theories of multiple
    intelligence/learning styles
  • Begin planning a differentiated lesson/unit for
    your own classroom

4
Essential Question
  • What are we preparing students to do?

5
What Differentiation IS NOT . . .
  • The same as individualization
  • Just another way to group kids
  • Expecting less of struggling learners than of
    typical learners
  • A substitute for specialized services
  • Chaotic
  • New

6
What Good Differentiation IS . . .
  • Varied avenues to content, process, product
  • Respectful of all learners
  • Proactive
  • Student-centered
  • A blend of whole class, small group, and
    individual instruction
  • Based on students readiness, interests, and/or
    learning profile

7
Currently, students are required to adapt . . .
to the prevalent teaching practices and
instructional materials and assessment
instruments. Those who cant adapt are viewed as
being deficient in their ability to learn. -
Marie Carbo, Educating Everybodys Children
8
Essential Question
  • What contextual issues impact and influence
    curriculum and instruction?

9
Diversity in the Classroom
  • ADD
  • ADHD
  • Gifted/Talented
  • LD
  • Vision Impaired
  • Hearing Impaired
  • Maturity
  • Autistic
  • Physically Disabled
  • Multiple Handicapped
  • English Language Learners
  • Social Status
  • Economic Status

10
3 Key Ways to Differentiate Instruction
  • Process
  • Activities
  • Calls on students to use key skills
  • Content
  • What we teach students
  • Materials and methods used
  • Product
  • How students show what they have learned
  • Should also allow students to extend what they
    learned

11
Key 1 Adapt Process
  • Students use key skills
  • Blooms Taxonomy
  • Multiple Intelligence Theories
  • Common focus
  • Vary student activities
  • Teacher uses a variety of methods

12
Process Differentiation Examples
  • Tiered Assignments
  • Layered Curriculum (Nunley)
  • Learning Centers
  • Interactive Journals
  • Jig Saw Assignments
  • Learning Logs
  • Graphic Organizers

13
Key 2 Adapt Content
  • Refers to both materials methods
  • Accommodate students different starting points
  • Some students ready for more complex or abstract
    levels
  • Some students ready for independent work

14
Content Differentiation Examples
  • Multiple texts
  • Interest centers
  • Learning contracts
  • Support systems
  • Audiotapes
  • Mentors
  • Study partners

15
Key 3 Adapt Product
  • Culminating learning experience that occurs after
    many days or weeks of study
  • Demonstration and extension of what they know,
    understand, and are able to do

16
Product Differentiation Examples
  • Variety of assessment types
  • Tiered Assignments
  • Independent Study

17
TIME FOR A BREAK
  • Questions On the Wall
  • Use your envelope to write any question you might
    have for the group on any curriculum design or
    classroom management topic.
  • Make sure your name is on the flap!

18
Variables to Consider
  • Readiness in reading, math, beyond
  • Complexity Challenge of both process product
  • Pace of learning and production
  • Grouping practices
  • Use of assessment results to inform teaching and
    learning

19
Principles to Guide Differentiated Classrooms
  • Focus on essentials
  • Attend to student differences
  • Assess often and use it to make
    adjustments/modifications
  • Mutual respect
  • Be flexible
  • Doesnt happen 100 of the time!!!!

20
Simple Ways to Start
  • Add an interdisciplinary element to a favorite
    unit
  • Collaborate with other teachers
  • Offer students a variety of presentation options
  • Apply Multiple Intelligence thinking to
    group/individual projects

21
A Few Fun Strategies
  • Teach In Color!
  • Lefties Rule!

22
Color Increases Understanding
  • Using color for key concepts can increase memory
    retention up to 25

23
Teach in Color
  • Color with Sunshine
  • Colored Acetate
  • Number chart
  • Sliding mask
  • Scotopic Sensitivity Syndrome
  • Highlight grammar
  • Painted Essay

24
The Painted Essay
25
Scotopic Sensitivity Syndrome
  • Contrast problems (only 1 symptom)
  • Strategies
  • Use dull colored paper for writing
  • Use colored acetate over black text on white
    paper
  • Use a bookmark when reading to avoid losing place
  • http//www.hale.ndo.co.uk/scotopic/
  • http//www.irlen.com/sss_main.htm

26
Left Handed In a Right Handed World
  • One person in 10 is left handed
  • Hand preference is evident by age 5
  • Most common items/tools are designed for right
    handed people
  • Scissors
  • Rulers
  • Musical instruments

27
Time For Lunch
  • Come back at 100

28
Multiple Intelligences
  • Begin With the Brain

29
Simple Learning Styles
  • Auditory
  • Learns best from listening
  • Visual
  • Learns best from seeing
  • Kinesthetic/Tactile
  • Learns best from doing

30
Gardners Multiple Intelligences
  • Logical/Mathematical
  • Visual/Spatial
  • Musical/Rhythmic
  • Bodily/Kinesthetic
  • Naturalist
  • Interpersonal
  • Intrapersonal
  • Verbal/Linguistic

31
Sternberg Intelligences
  • Analytical
  • Practical
  • Creative

32
Watch the ASCD Video
33
TIME FOR A BREAK
  • Questions On the Wall
  • Share your experience expertise with your peers
  • Use your index cards and share any idea for any
    question on the wall

34
Writing an Intelligence Preference Activity
  • As a result of the lesson, students should
  • Know what?
  • Understand what?
  • Be able to do what?
  • What range of learner needs in your class relate
    to the topic?

35
Assignments for February
  • Try a new strategy report back to the group
  • Begin the planning process for a lesson using
    intelligence preference
  • Bring your lesson materials to use

36
Resources
  • www.sdesa.org
  • Click on Region 3, Resources, Teacher
  • www.ascd.org
  • http//www.thirteen.org/edonline/concept2class/
  • Variety of online topics
  • Assessment Curriculum Redesign
  • Constructivism
  • Multiple Intelligences
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