Differentiated Structures Part 2

Differentiating Content and Process

Since we last met, I tried…

Any burning questions?

Best practice begins at the planning stage

Planning considerations

Big question

What students will learn (and not do)

Resources

Instructional Strategies (Bloom’s Taxonomy)

Student Readiness / Experiences / Interests

Vocabulary

Summative Product

Instructional Strategies Bloom’s Taxonomy

Differentiating Content

It does not mean teaching different content; it means

teaching the content differently by adjusting the levels of depth, complexity, and readability of

the materials.

Differentiating Content

Adapt the content that the students use in the lessons

(e.g. information at different reading levels)

Adapt how the student accesses the content (e.g.

read novel with assistance, from EA or tape

recording)

Differentiating Content Strategies

Tiered assignments that focus on big ideas rather then memorizing facts

tiered assignments

Plan with big ideas rather than on factual information

Rather than examining extinction of dinosaurs …

Rather than creating informational brochure about environmental issue related to

rainforests…

tiered assignments tip

When designing tiered tasks:

1. design the full-proficiency version

2. design the advanced level of proficiency

3. design the remedial/early-readiness level

Differentiating Content Strategies

Varied text and resource materials

Tiered assignments that focus on big ideas rather then memorizing facts

varied text and resource materials

World Book Online has 3 levels (Kids, Student, Advanced)

in EBSCO Mags, Scholastic Kids News has many articles at different reading levels

Tumblebooks has many books with various levels of support (e.g. read to me)

SD38 Destiny Library Site

destiny resources

Differentiating Content Strategies

Tiered assignments that focus on big ideas rather then memorizing facts

Varied text and resource materials

Graphic organizers

graphic organizers

students can use different organizers for the same purpose (less or more complexity)

students can have support of word banks

can be on a handout or made by students (e.g. Inspiration software or web 2.0 tool)

Differentiating Content Strategies

Tiered assignments that focus on big ideas rather then memorizing facts

Varied text and resource materials

Graphic organizers

Support while accessing content

Planning Time For You

Last Thoughts or Questions?

Please fill out the exit slip before

leaving

Images in this slideshow are from the following websites:http://mc2.nmsu.edu/mathnm/exploration1/images/unitplan_sm.gif

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