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Walking the Talk: A Differentiated Journey with Differentiation

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Walking the Talk: A Differentiated Journey with Differentiation Leslie Grahn World Language Resource Teacher HCPSS – PowerPoint PPT presentation

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Title: Walking the Talk: A Differentiated Journey with Differentiation


1
Walking the Talk A Differentiated Journey with
Differentiation
  • Leslie Grahn
  • World Language Resource Teacher
  • HCPSS

2
Why Differentiated Instruction for HCPSS World
Languages?
  • Increased access of middle school students to
    World Languages
  • Need to differentiate in combined classes between
    regular and honors courses and between levels
  • Emphasis on knowing the learner

3
Development of a theme
4
Making connections
  • A perfect fit, not an add-on

5
Differentiation HCPSS Vision
6
Differentiation Cultural Proficiency
  • Assess culture
  • Value diversity
  • Manage the dynamics of difference
  • Adapt to diversity
  • Institutionalize cultural knowledge

7
Differentiation Culturally Responsive Teaching
  • Understand how learners construct knowledge
  • Learn about students lives
  • Be socioculturally conscious
  • Hold affirming views about diversity
  • Use appropriate instructional strategies
  • Advocate for all students

8
Differentiation Plan-Do-Study-Act
9
2008-2009 Challenges
  • Realizing staff were at varying points in DI
    journey
  • Keeping the ball rolling
  • Becoming greener

10
Putting Support Systems into Place
11
  • Differentiation buddies

12
World Language Document Repository
Intranet Pages
Online resources
13
Role Modeling Differentiation strategies
14
Self Assessment Reflection
15
Essential Questions
  • How can I model differentiation in my
    professional development efforts here in Howard
    County and beyond?
  • How can I walk the talk?

16
What about?
17
The birth of the Dare to Differentiate wiki
18
Dare to Differentiate Wiki today
19
Technology widens choices for adult learners
  • Based on participants varied
  • readiness levels
  • interests
  • learning preferences
  • For PD delivery models
  • in person
  • remote
  • synchronous
  • asynchronous

20
Choice Expectations
  • Follow-up possibilities
  • share at department meeting
  • submit a product for the WL DR
  • submit a discussion posting on the wiki

21
Lets take a tour
daretodifferentiate.wikispaces.com
22
Homepage
23
Discussion Page
24
Feedback page
25
Google Forms Table Summary
26
Idea Sharing Page
27
Using technology for data collection
28
The option I chose for the February 26th
Professional Development was
I appreciated having choices.
29
As a result of my work on November 24th and on
February 26th, I have deepened my knowledge about
differentiated instruction.
I believe that my work in differentiation this
year will
30
Ever-changing sets of learners drive changes in
wiki
  • HCPSS MS and HS WL teachers
  • HCPSS K-12 School-based and Central Office staff
  • HCPSS Elementary Secondary Curricular Programs
  • K-16 WL teachers across region and nation
  • District WL Supervisors from across nation

31
(No Transcript)
32
Leadership for Differentiation
DI Professional Development Tools
33
Follow-up after presentations
34
Ripples of Influence
35
Wiki Members
36
Wiki Web Citings
37
Wiki Statistics- April 2009
38
Wiki Statistics- May 2009
39
International Wiki Visitors April-June 2009
Kuwait Mexico Pakistan Qatar Senegal Thailand Tuni
sia United Arab Emirates
  • USA
  • Argentina
  • Australia
  • Canada
  • Great Britain
  • Greece
  • Guam
  • Indonesia
  • Iran

40

Dare to Differentiate Presentation Participants
Plus Alaska, Hawaii, Bermuda, Ontario, Germany,
Japan, and Russia
41
Tomlinsons Non-Negotiables of Differentiation
  • Supportive learning environment
  • Continuous assessment
  • High-quality curriculum
  • Respectful tasks
  • Flexible grouping

42
Supportive learning environment Flexible
grouping
  • High expectations, continuity, and accountability
  • Opportunities to collaborate- in person and
    virtually
  • Support system
  • Choice

43
Continuous Assessment
  • Collect data about learners
  • Use technology to collect feedback
  • Self-assessment and reflective practice
  • Consultation with tech professionals
  • Continuity and follow-up

44
High Quality Curriculum
  • In a variety of media
  • High expectations and continuity communicate
    value
  • Deepening understandings paired with application
  • Easily accessible

45
Respectful tasks
  • Attending to adult learner needs
  • Providing choices
  • Differentiating PD experiences
  • Allowing for learning profile and readiness
    differences

46
My insights
  1. Synchronous and asynchronous and in-person and
    remote professional development all can be
    effective.
  2. Learners appreciate choices.
  3. Technology tools can be used to bridge the gap
    between levels of experience, geography, learning
    preferences, and time limitations.

47
The journey continues
All images unless otherwise indicated taken from
Microsoft Clipart Gallery http//office.microsoft.
com/en-us/clipart/default.aspx
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