Transcript of Bethany A. Rayl. Overview What is differentiation? Why should we differentiate? How do we...
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- Bethany A. Rayl
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- Overview What is differentiation? Why should we differentiate?
How do we differentiate? Implementing differentiation
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- Think of a Time Turn to a partner at your table and talk about
a time when you were really engaged in learning What did that look
like? What did that sound like? Why do you think you were so
engaged?
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- What is differentiation? Differentiated instruction is a
process to approach teaching and learning for students of differing
abilities in the same class. Tailoring instruction to meet
individual needs.
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- Differentiation is not so much the stuff as the how. If the
stuff is ill conceived, the how is doomed. Carol Ann Tomlinson
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- What is the intent ? The intent of differentiating instruction
is to maximize each students growth and individual success by
meeting each student where he or she is, and assisting in the
learning process.
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- When a teacher tries to teach something to the entire class at
the same time, chances are, one-third of the kids already know it;
one-third will get it, and the remaining third wont. So two-thirds
of the children are wasting their time. Lillian Katz
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- What differentiation is not! Developing a separate lesson plan
for each student A program Watering down the curriculum Hard
questions for some and easy questions for others A chaotic
classroom Just homogenous grouping
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- Why should we differentiate? Not all students are alike.
Differentiation provides all students access to all curriculum. All
students can learn. Students learn in different ways at different
times.
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- The biggest mistake of past centuries in teaching has been to
treat all children as if they were variants of the same individual
and thus to feel justified in teaching them all the same subjects
in the same way. Howard Gardner
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- Comparing Traditional and Differentiated Classrooms
Consideration of student differences Use of assessment Use of
student interest and learning styles inventories Instructional
format Assignment options Factors guiding instruction
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- Traditional Classroom Assessment takes place at the end of a
unit of study Dominance of whole class instruction Textbooks are
the main instructional resource Teacher is the main problem
solver
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- Traditional Classroom There is a quantitative focus on
assignments Commercially designed worksheets are used to practice
skills Convergent questions dominate single correct answers are
rewarded Instruction time is predetermined and inflexible
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- Devastating Conclusion of 30 years of Research Little evidence
of instruction of any kind was observed in the classes. What was/is
happening? Teachers spend most of their time Assigning activities.
Monitoring to be sure the pupils are on task. Directing recitation
sessions to assess how well children are doing. Providing
corrective feedback in response to pupil errors. J.W. Lloyd, E.J.
Kameanui, and D. Chard (Eds.) (1997) Issues in educating students
with disabilities.
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- Differentiated Classroom Assessment is ongoing, diagnostic, and
influences instruction Variety of instructional strategies and
arrangements Multiple types of materials are used as resources
Students engage in problem solving
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- Differentiated Classroom Qualitative focus to assignments
Students use multiple methods to practice skills Questions are
frequently asked by students as well as the teacher Questions are
open-ended to spark divergent thinking Assessment determines time
spent on tasks
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- Obstacles 1. I Long to return to the Good Old Days 2. I thought
I was differentiating 3. I teach the way I was taught 4. I dont
know how 5. I have too much content to cover 6. Im good at
lecturing 7. I cant see how I would grade all those different
assignments Kathie F. Nunley, Differentiating in the High School,
Thousand Oaks, CA: Corwin Press, 2006.
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- Obstacles 8. I thought differentiation was for the elementary
school 9. I subscribe to ability grouping 10. I have real logistic
issues 11. I want my classroom under control 12. I dont know how to
measure my students learning styles 13. I have neither the time nor
the funding for all that Kathie F. Nunley, Differentiating in the
High School, Thousand Oaks, CA: Corwin Press, 2006.
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- Obstacles 14. Ive been teaching this way for years and it works
15. Theres no support for it at my school 16. My district requires
me to follow a prescribed text 17. Parents expect lecture format in
high school for college prep 18. The bottom line if they are
learning, you are teaching Kathie F. Nunley, Differentiating in the
High School, Thousand Oaks, CA: Corwin Press, 2006.
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- Differentiation Is a teachers response to learners needs Guided
by general principles of differentiation Quality CurriculumFlexible
groupingBuilding Community Teachers Can Differentiate Through:
Content Process Product Affect/Environment According to Students
ReadinessInterestLearning Profile Through a range of strategies
such as: Multiple intelligencesJigsaw4MATGraphic OrganizersRAFTS
CompactingTiered assignmentsLeveled textsComplex Instruction
Learning Centers Respectful TasksAssessment for Instruction
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- I have come to a frightening conclusion. I am the decisive
element in the classroom. It is my personal approach that creates
the climate. It is my daily mood that makes the weather. As a
teacher I possess tremendous power to make a child's life miserable
or joyous. I can be a tool of torture or an instrument of
inspiration. I can humiliate or humor, hurt or heal. In all
situations, it is my response that decides whether a crisis will be
escalated or de- escalated, and a child humanized or de-humanized.
Haim Ginott
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- Differentiation must be an extension of not a replacement for
high quality curriculum. Differentiation must be an extension of
not a replacement for high quality curriculum.
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- Differentiating for Content Using several elements and designs
Leveling materials/varying materials Providing choice Focusing on
depth and complexity of concepts Targeting readiness levels of
students Meeting with small groups to reteach/enrich content Using
selective abandonment What Students Learn!
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- Content Readiness: Reteach for students having difficulty Use
text and highlight key portions Provide organizers to guide
note-taking Provide key vocabulary list Use reading buddies or
reading partners to work on text
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- Content Interest Provide opportunities for further explanation
of the topics Provide additional materials Use students questions
and topics to guide lectures and materials Use examples and
illustrations based on student interest
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- Content Learning Profile Present in visual, auditory and
kinesthetic modes Use application, examples and illustrations from
a wide range of intelligences (Garner/Sternberg)
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- Learner Profile Factors Group Orientation independent/self
orientation group/peer orientation adult orientation combination
Learning Environment quiet/noise warm/cool still/mobile
flexible/fixed busy/spare Cognitive Style Creative/conforming
Essence/facts Expressive/controlled Nonlinear/linear
Inductive/deductive People-oriented/task or Object oriented
Concrete/abstract Collaboration/competition
Interpersonal/introspective Easily distracted/long Attention span
Group achievement/personal achievement Oral/visual/kinesthetic
Reflective/action-oriented Intelligence Preference analytic
practical creative verbal/linguistic logical/mathematical
spatial/visual bodily/kinesthetic musical/rhythmic interpersonal
intrapersonal naturalist existential Gender & Culture
Foundations of Differentiated Instruction: KNOW YOUR LEARNER
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- Content Linguistic intelligence ("word smart")
Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart") Bodily-Kinesthetic
intelligence ("body smart") Musical intelligence ("music smart")
Interpersonal intelligence ("people smart") Intrapersonal
intelligence ("self smart") Naturalist intelligence ("nature
smart")
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- Content Use applications, examples, and illustrations from both
genders and a range of cultures/ communities Teach with whole to
part and part to whole approaches Use wait time to allow for
student reflection
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- Students in a differentiated classroom do not need to work the
system..... because the system works for them!
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- Differentiating for Process Use of flexible grouping Use of
tiered activities (varied level of support and complexity) Varying
the pace of instruction Coaching or facilitating learning Providing
interest centers Developing personal agendas Offering manipulatives
or hands-on activities Varying the level of time a student takes to
complete a task How students go about making sense of the
what!
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- Process Allow multiple options for how students express
learning Encourage students to work together or independently
Balance competitive, collegial, and independent work arrangements
Develop activities that seek multiple perspectives
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- Differentiating for Product Giving students options of how to
express learning Using rubrics that match and extend skill levels
Allowing students to work alone or in small groups Encouraging
students to create their own product containing required elements
How students go about making sense of the what!
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- KNOW (facts, vocabulary, dates, rules, people, etc.) ecosystem
elements of culture (housing/shelter, customs, values, geography)
UNDERSTAND (complete sentence, statement of truth or insight want
students to understand that... ) All parts of an ecosystem affect
all others parts. Culture shapes people and people shape culture.
DO (Basic skills, thinking skills, social skills, skills of the
discipline, planning skills --- verbs) Write a unified paragraph
Compare and contrast Draw conclusions Examine varied perspectives
Work collaboratively Develop a timeline Use maps as data KNOW
(facts, vocabulary, dates, rules, people, etc.) ecosystem elements
of culture (housing/shelter, customs, values, geography) UNDERSTAND
(complete sentence, statement of truth or insight want students to
understand that... ) All parts of an ecosystem affect all others
parts. Culture shapes people and people shape culture. DO (Basic
skills, thinking skills, social skills, skills of the discipline,
planning skills --- verbs) Write a unified paragraph Compare and
contrast Draw conclusions Examine varied perspectives Work
collaboratively Develop a timeline Use maps as data Tomlinson *
02
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- Differentiating the Environment Make sure there are places to
work quietly Make sure there are places that encourage
collaboration Provide materials from various cultures and home
settings Set out clear guidelines for independent work Develop
routines Help students understand the needs of other learners
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- Keys to Differentiation Get to know your students Identify
areas of your curriculum that could be adapted to differentiated
instruction Examine your role as a teacher in a differentiated
classroom
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- CRIME C urriculum: content, difficulty, standards R ules:
explicit, implicit, written I nstruction: teaching style,
individual & group work pace, teacher & student directed M
aterials: textbooks, trade books, tests, homework, equipment,
supplies E nvironment: furniture, seating, space, doors, windows,
barriers Mary Anne Prater, She Will Succeed!: Strategies for
success in Inclusive Classrooms, Council for Exceptional
Children
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- Discussion Question Now that you have a general awareness of
what Differentiated Instruction is What examples of differentiated
instruction can you identify in your classroom and/or building?
What examples of differentiated instruction can you identify in
your building professional development? Why would it be important
to differentiate for adults, as well as students?
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