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Closing Achievement Gaps through Differentiated Instruction

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Closing Achievement Gaps through Differentiated Instruction Presenters: Jennie Barrett Barbara Burchard February 22, 2005 & March 1, 2005 Today s Schedule 8:00 ... – PowerPoint PPT presentation

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Title: Closing Achievement Gaps through Differentiated Instruction


1
Closing Achievement Gaps through Differentiated
Instruction
Presenters Jennie Barrett Barbara
Burchard February 22, 2005 March 1, 2005
2
Todays Schedule
  • 800 1100 Cover the Theory and Practices
  • 1100-1230 Lunch
  • 1230-230 Making Sense CD Exploration

3
Thinking Outside the Box
?
4
The Animal Schoolby Dr. G. H. Reavis, Cincinnati
Public Schools
5
Public schools are expected to
  • Teach good nutrition habits
  • Treat the emotionally disturbed
  • Teach first aid procedures
  • Assist in disease prevention.

6
What is Differentiated Instruction?
  • Read Elementary or Middle Sample from pages 3 7
    in your book.

7
Differentiated instruction is not a set of tools
but a philosophy that a teacher embraces to reach
the unique needs of every learner.
8
Elements of Differentiation
  • The teacher focuses on the essentials.
  • Concepts
  • Principles
  • Skills
  • See page 9

9
Elements of Differentiation
  • The teacher attends to student differences.
  • Culture
  • Gender
  • Genetic Code
  • Neurological wiring
  • See page 10

10
Elements of Differentiation
  • Assessment and instruction are inseparable.
  • Ongoing
  • Diagnostic
  • Used to benchmark
  • Formal
  • Informal
  • See page 10

11
Elements of Differentiation
  • The teacher modifies
  • Content Multiple options for taking information
    in
  • Process Multiple options for making sense of
    the ideas
  • Product Multiple options for expressing what
    they know
  • See page 11

12
Elements of Differentiation
  • All students participate in respectful work.
  • Respect the readiness level of each student.
  • Expect all students to grow, and support their
    continual growth.
  • Offer all students the opportunity to explore
    essential understandings and skills at varied
    degrees.
  • Offer all students interesting, challenging
    tasks.
  • Page 11

13
Elements of Differentiation
  • The teacher and students collaborate in learning.
  • Student-centered classroom.
  • Teacher coordinates learning.
  • Page 12

14
Elements of Differentiation
  • The teacher balances groups and individual norms.
  • A great coach never achieves greatness for
    himself or his team by working to make all his
    players alike.
  • Page 13

15
Elements of Differentiation
  • The teacher and students work together flexibly.
  • Group work
  • Individual work
  • Readiness, interest, learning style
  • Page 13 and then refer to pages 15 16

16
Why differentiate instruction?
  • Accountability
  • Changing Classroom
  • Changing Schools

17
Accountability
  • Standards-driven
  • No Child Left Behind
  • Adequate Yearly Progress

18
Changing Classroom
  • High Expectations
  • Cultural Relevance
  • Student Diversity
  • Cognitive Research
  • Societal and Technological Change

Pg. 17-24
19
Changing Schools
  • Skills that students are expected to learn from
    teachers now-
  • C Connected, Competent, Confidence, Compassion
  • A Acceptance, Affection, Appreciation
  • R Reading, Riting and Rithmetic, along with
    Responsibility, Respect, and Relationships
  • T Thinking, Technology, Teamwork

20
Reflecting on Learning Experiences
  • Think about a negative learning experience you
    have had as a learner. Have you ever created a
    negative experience for your students?
  • Based on these experiences, what would you have
    changed to create a positive learning environment?

21
What Does It Look Like?
  • Watch the video of several classes implementing
    differentiating instruction
  • As you watch, use the video previewing guide to
    jot down practices currently in place in the left
    column and practices you would like to include in
    your classroom in the right column

22
Approaches to Differentiation
  • Resources for further study and implementation

23
Creating a Healthy Classroom Environment

Student
Pages 27-30
Teacher
Content
24
Three Approaches to Differentiation
  • Learning Contracts pg. 87
  • Intelligence Preferences
  • Tiered Assignments pg. 83

25
Learning Contracts
Page 87
26
Learning Contract
  • An agreement between a teacher and a student.

27
Learning Contracts are written agreements that
outline
  • What students will learn
  • How they will learn it
  • In what period of time
  • How they will be evaluated

28
Instructional Values of Contracts
  • Help students learn to make decisions about their
    learning
  • Help students learn to manage their time
  • May involve the student in curriculum planning
  • Can be used to support students with learning
    difficulties
  • Can be used to facilitate learning for other
    students
  • Help the teacher manage
  • group work
  • Individual projects
  • Investigations
  • centers

29
How do you begin?
  • There are some initial ideas youll need to
    consider before developing a contract.
  • What do students like to do?
  • What materials and resources do you have
    available?
  • What technology do you want students to use?

30
Developing Contracts
  • Tiered Contracts
  • Variety of activities
  • Everyone has the same goals
  • Supply reading materials on varied levels
  • Give choices
  • Make requirements

31
Contract Dos
  • Start small (1 or 2 day contracts).
  • Explain the role and function of contract.
  • Help set realistic deadlines.
  • Renegotiate the contract if it isnt working.
  • Gradually involve students in contract
    development.

32
Contract Donts
  • Expect all students to be able to use contracts
    effectively immediately.
  • Expect all students to like contracts.
  • Assume contracts can take the place of regular
    instruction.
  • Use contracts without a good management system.

33
Learning Style
34
Intelligence Preferences
  • School Smarts
  • Street Smarts
  • Imagination Smarts

35
Sternbergs Intelligence Preferences
  • Analytic Intelligence (school smarts) People
    with strengths in this area tend to do very well
    with school tasks such as making meaning of text
    material, organizing information, seeing cause
    and effect, taking notes, and memorizing
    information.

36
Sternbergs Intelligence Preferences
  • Practical Intelligence (street smarts) People
    with strengths in this area learn well when they
    see how things work in the world and how ideas
    and skills help solve problems. They learn
    better by using ideas rather than just learning
    ideas. They need to solve problems in a
    meaningful context.

37
Sternbergs Intelligence Preferences
  • Creative Intelligence (imagination smarts)
    People with strengths in this area tend to come
    at ideas and problems in fresh and surprising
    ways. They prefer to experiment with ideas
    rather than work like everyone else They think
    outside the box.
  • Handout 17

38
Reflecting on What We Learn
  • Use the handout Thinking About the Sternberg
    Intelligences to categorize learning tasks with
    your table team.
  • Handout 17 Activity

39
Present a step by step approach making an
effective speech.
Analytical Intelligence
40
Identify the key parts of the water cycle.
Practical Intelligence
41
Use unusual materials to show equations balance.
Creative Intelligence
42
How Do Your Students Learn?
  • Read the case studies on the handout labeled How
    People Learn in your folder.
  • Complete the table to
  • Identify each students intelligence preference.
  • Provide two descriptors for the preference.
  • List one instructional strategy that would be
    effective for this student
  • List one instructional strategy that would be
    ineffective for this student.
  • Handout 16 pg. 101

43
Tiered Instruction
  • A Planning Strategy for Mixed Ability Classrooms

44
Tiered Instruction
When somebody hands you a glob of kids, they
dont hand you a matched set. Carol Tomlinson
  • Provides teachers with a means of assigning
    different tasks within the same lesson or
    unit.
  • The tasks will vary according to
  • Readiness
  • Interest

45
WHAT CAN BE TIERED?
  • Assignments
  • Activities
  • Homework
  • Centers
  • Experiments
  • Materials
  • Assessments
  • Writing Prompts

46
WHY USE TIERED INSTRUCTION?
  • To build multiple avenues to content
  • The focus is on key concepts and understandings
    of the lesson or unit
  • To provide optimal learning experiences
  • The task difficulty and skill level are slightly
    above the student level

47
IDENTIFY OUTCOMES What should the students know,
understand, or be able to do?
THINK ABOUT YOUR STUDENTS Pre-assess readiness,
interest, or learning styles.
INITIATING ACTIVITIES Use a common experience for
whole class
Group 1 Task
Group 2 Task
Group 3 Task
48
Creating Multiple Paths for Learning
Key Concept Or Understanding
Highly Able Learners
Struggling Learners
On-level Learners
49
The Teachers Challenge
  • Developing Respectful Activities
  • Interesting
  • Engaging
  • Challenging

50
How to Differentiate Instruction
  • Steps to Success

51
Step One Know Your Students
  • Ability Levels
  • Interests
  • Behavior

52
Step Two Vary Instruction
  • Direct Instruction
  • Inquiry-based Learning
  • Cooperative Learning
  • Information Processing Strategies

53
Step Three Vary Activities
  • Cubing
  • Webquest
  • Power Point

54
Step Four Vary Assessments
  • Pre-Assessments
  • During Learning Assessments
  • Reflection Activities
  • Authentic Assessments
  • Rubrics
  • Portfolios

55
Bringing it all together
  • Video
  • 19 minutes
  • Break
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