Differentiated Instruction: Adapting the Process

1
Differentiated InstructionAdapting the Process
Workshop 2

• Facilitated By
• Sara Fridley Kathleen West
• Region 3 Education Service Agency
• sara.fridley_at_k12.sd.us
• kathleen.a.west_at_k12.sd.us

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Workshop Outcomes

• Increased understanding of how to differentiate
  the process
• Establish a new personal professional library of
  resources on differentiation
• Begin creation of a differentiated lesson/unit to
  be used in your own classroom

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Key 1 Adapt Process

• Students use key skills
• Blooms Taxonomy
• Multiple Intelligence Theories
• Common focus
• Vary student activities
• Vary complexity
• Teacher uses a variety of methods

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Using Reading Strategies in All Content Areas

• Vary strategies to aid a variety of learning
  styles/intelligences
• Good reading strategies work in any content area

5
High Quality Resources

• Marco Polo curriculum resources
• http//www.marcopolo-education.com
• ReadWriteThink
• Illuminations
• ArtsEdge
• EconEdLink
• National Geographic Expeditions
• ScienceNetLinks
• EdSitement

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Time For Lunch

• Come back at 100

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A Few Sample Lessons

• Math Activities
• Pi Day
• Fractals
• Social Studies
• T-Shirts Through Time
• Science Problem Solving
• Space Day
• HS 2005 Project

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The 4 Hats of a Teacher

• Diagnostician
• Who am I teaching?
• Program Design Engineer
• What are students expected to learn?
• Project Manager
• How are students demonstrating their knowledge?
• Assessor
• Does the student product reflect/demonstrate
  understandings but also challenge them to stretch?

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Adapting the Process Pre-assessment in a
Differentiated Classroom

• Provides a baseline of prior knowledge
• Helps set a high ceiling
• Capitalizes on interests, abilities, strengths,
  learning styles

Handout Pre-assessment ladder
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Approaches to Pre-Assessment

• Formal
• Pre-tests/quizzes
• Performance on prior end-of-unit assessments
• Informal
• Journal entries
• Surveys
• Webbing activities
• Systematic Observation

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Lets Build a Lesson

• Standards based
• What pre-assessment could you use?
• Understanding By Design
• Four Stages of lesson design
• Identify desired outcomes
• Determine acceptable evidence
• Plan learning experiences and instructional
  activities
• Plan differentiation

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Homework for March

• Bring your first lesson/unit in March
• Rough draft is OK
• Present it to the group
• Read Explore
• The Brain Compatible Classroom
• The Body, Movement, the Brain
• Time, Time, and More Time

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The Body, Movement, and the Brain

• Essential Question How can movement help the
  brain reach its potential?
• The Brain-Compatible Classroom
• Chapter 3 (pg 41)
• What can you take from this resource back to your
  own classroom?

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Time, Time, and More Time

• Essential Question What role does TIME play in
  the classroom?
• The Brain-Compatible Classroom
• Chapter 5 (pg 75)
• What can you take from this resource back to your
  own classroom?

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Brain Resources

• Brain Breaks
• http//www.alite.co.uk/information/brain_breaks.ht
  m
• Grow a Brain (Susan Jones)
• http//www.susanjjones.com/grobraintro.html
• The Brain Connection
• http//www.brainconnection.com/

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Fun Math Resources

• Chaos in the Classroom
• http//math.bu.edu/DYSYS/chaos-game/chaos-game.htm
  l
• Fractals
• http//math.rice.edu/lanius/frac/

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Pre-assessment Resources

• http//assist.educ.msu.edu/ASSIST/classroom/assess
  ment/section1/sec1strat1preassess.htm
• http//curry.edschool.virginia.edu/gifted/projects
  /NRC/projects/ascd/ascd2002.ppt

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Graphic Organizers

• http//www.writedesignonline.com/organizers/
• http//www.ncrel.org/sdrs/areas/issues/students/le
  arning/lr1grorg.htm