Meeting the needs of all learners.  Is differentiated instruction new? ◦ Think of the one room school house. ◦ Can you remember how your elementary teachers.

Slides:



Advertisements
Similar presentations
SCHOOL LEADERS: THE KEY TO SUCCESSFUL INDUCTION
Advertisements

Instructional Decision Making
+ Differentiation Basics in the World Language Classroom October 7, 2011.
Differentiated Instruction Andrea Marshall and Carolynn York.
Differentiated Learning Within Groups Cara Mulcahy.
Differentiation in Physical Education: Practical Strategies to Support Learners Thief River Falls Staff Development Day Monday, January 18 th, 2010.
Differentiation Redland Elementary School Leslie Mattox December, 2013 Focusing on the Learner.
Co-Teaching? What’s That?
What is Differentiation?
Good Spirit School Division
Differentiation: What It Is/What It Isn’t
CURRICULUM COMPACTING
The Recipe for an Excelling Student
Dare to Differentiate Deborah Espitia Coordinator of World Languages & ESOL Leslie Grahn World Language Resource Teacher Howard County Public Schools,
DIFFERENTIATED INSTRUCTION By Martha Havens Associate Director for Elementary Pacific Union Conference.
Presentation by D. McDonald. A Dose of Magic This resource for general education teachers describes 60 strategies for helping learners with special needs.
Differentiating Instruction Dee Sturgill. Differentiated Instruction People learn differently We have various learning styles, learning strengths, abilities,
Differentiation 102 a la CAT. "Even if you're on the right track, you'll get run over if you just sit there.” Will Rogers.
Differentiated Instruction Whittney Smith, Ed.D. Adelphi University.
Differentiated Instruction August Super Sleuth Directions: Walk around the room and find someone to respond to the questions on your Super Sleuth.
Math Liaison Meeting September 2014 Presenter: Simi Minhas, Math Achievement Coach Network 204.
Professional Learning Communities. Today’s Learning Targets ✓ I can explain common formative assessments. ✓ I can unwrap a standard. ✓ I can identify.
1 Differentiating Instruction. 2 K-W-L This is what I know about Differentiating Instruction (DI) This is what I want to know about DI This is what I.
MISSION To provide high quality, cost effective, life-long education programs and services to students, schools, school systems and communities. VISION.
Grade 6 Math Cohort January 14, How Have You Been? Insights, Hindsights, Oversights since we met last.

 Desks in pairs or groups of 3-4  Students engaged in learning, minimal whole group instruction, students in collaborative pairs, small groups, etc.
Overview of Differentiated Instruction District Articulation Archuleta School District 50 JT Friday, September 25,
CommendationsRecommendations Curriculum The Lakeside Middle School teachers demonstrate a strong desire and commitment to plan collaboratively and develop.
A Quick Quiz What is your DI IQ? Discuss with peers… What do you know about differentiation? What concerns or fears do you have regarding differentiation?
Supports K–12 School Effectiveness Framework: A Support for School Improvement and Student Success (2010). The integrated process of assessment and instruction.
Module 3: Incorporating Flexible Groupings into Instruction
Advancing Exploration
Differentiated Instruction
Math Professional Development Day What is a learner's profile? 2.How do you differentiate in your classroom? 3.Rate the level of comfort with.
ABC’S OF DIFFERENTIATION By Taylor Queen. A IS FOR Anchor activities can be completed independently by students when they finish an assignment before.
Outcomes By the end of the session, we will have : Reflected on our own perspectives about assessment. Considered a rationale for on-going assessment.
 Choose from one of these learning styles: 1. I learn best alone where I can read and work quietly. 2. I learn best in a group where I can share and discuss.
Module 2: Using Pre-Assessment and Formative Assessment to Continually Assess Student Learning Good Spirit School Division.
Effective Small Group Instruction. Goal Statement: Hillcrest teachers will have a mastery of small group instruction by incorporating complete student.
Steppin’ Into Assessment
Marjorie Hall Haley, PhD - GMU1 Differentiating Instruction Marjorie Hall Haley, Ph.D. George Mason University.
WELCOME Please take a moment to fill out a name tent and to work on the task that has been placed at each seat.
Assessment in the Classroom RD-49: Methods Teaching Secondary Reading April 6, 2005 Alexia K.S. Couch Staff Development Teacher Jason R. Reinke Interdisciplinary.
 In your school, what data have you been exposed to about students that enables you to make decisions about your instruction? Is it enough?  Why/why.
Overview of Differentiating Instruction Fdlrs-South Cynthia Magnus.
Using Data and Grouping to Teach All Students All the Time—Differently!
February 28.  Unit plans feedback (that I have completed)  Expectations for reflections  Pre-Internship Expectations  Questions you always wanted.
Differentiated Instruction Lenora Richardson Sandi Duncan Lezlie Barton Instruction created to help our students to live and learn in our 21 st century.
Agenda What is “learner-centered”? ~Think of Time Activity ~ Learner-Centered: In Our Own Words Effective Instructional Strategies for the Learner- Centered.
Zimmerly Response NMIA Audit. Faculty Response Teacher input on Master Schedule. Instructional Coaches Collaborative work. Design and implement common.
Teaching to Diversity in the Regular Classroom. Learners learn best when… “Engagement” (active processing) for learning happens when … Need for collaboration.
Differentiated Instruction. What does it mean to differentiate instruction?
WHAT DIFFERENTIATION IS AND IS NOT CAROL ANN TOMLINSON PRESENTED BY GIN HODGE, BCS INSTRUCTIONAL COACH.
+ Differentiated Instruction Mrs. Roberts 3 rd Grade Windy Hill Elementary School.
ODE Javits Project: I-GET-GTEd Differentiation Strategy Explained: Centers/Stations.
Differentiated Instruction. Differentiated instruction is not something new. Think of the one-room schoolhouse. Teachers faced the challenge of finding.
Differentiated Instruction and UDL. Exercise Think of a lesson plan you would like to (or have) used in a classroom Identify the grade you are hoping.
Response to Instruction and Intervention and how it could apply to High Achievers/Gifted Education Tanya Morret, Dr. Christine.
UDL & DIFFERENTIATION Cynthia Eason EDU 673 Instruction, Strategy for Differentiated Teaching & Learning.
Differentiated Learning Within Groups
Differentiated Instruction
Differentiated Instruction
Magothy River Middle School
WELCOME How do we define assessment?.
The Recipe for an Exceeding Student
Differentiated Instruction for Math III Day 1
Differentiated Instruction
How do you DI? Introduction to Differentiated Instruction for Teachers
Differentiating in Math
Presentation transcript:

Meeting the needs of all learners

 Is differentiated instruction new? ◦ Think of the one room school house. ◦ Can you remember how your elementary teachers differentiated instruction?

 DI is not… ◦ Writing to an IEP ◦ Letting students randomly choose what they wish to do ◦ Teaching/grouping without knowing student differences on the objective you are teaching ◦ Chaos ◦ Tracking students ◦ Making the curriculum too easy or too hard

I think differentiated instruction is…………..

 A differentiated classroom is one in which the teacher responds to the unique needs of students. Gregory/Chapman  Differentiation…is providing the opportunity for every student to succeed and reach his or her potential. Gregory/Herndon  Differentiated instruction makes it possible to maximize learning for all students. It is a professional and responsive mind-set where the teacher is proactively planning for the needs of diverse learners. SDE

 Content  Assessment methods  Strategies  Products

Differentiation does not happen without planning……

 How they learn best  What interests them  Readiness for the content

What are your learning preferences? Is this obvious in your choices of activities?

 Your students have different learning style preferences.  All lessons should address the learning modalities: visual, auditory, and tactile/kinesthetic.

 Interest inventories  Learning styles inventories  Observations by the teacher  Parent/teacher collaboration How will you determine how each of your students learn best?

 Preassessment is key. ◦ Determine how to preassess the objective. ◦ When students miss questions, determine the reason. ◦ Design your instruction to meet the readiness needs of your students.

 Students that master the objective need to move on to a more challenging objective. This is curriculum compacting.  Occasionally, a student is close to mastering the objective and is not best served by following the unit of instruction as planned. You can find ways to help this student fill in the missing pieces and master the objective at the pace s/he needs.

Think about how they learn……

 These are key to your success in teaching the lesson. Choose strategies carefully.  Ask yourself, “Does this strategy... ◦ …. Meet the readiness levels of the students, ◦ …. learning modalities of the students, ◦ …. Motivate students to learn (no one learns when they are bored)?”.

Focus activities KWL Graphic organizersThink-pair-share Role-playingFour Corners Pass the question White Boards Tiered assignments ABCD cards Jigsaw Pass the Question Agree / Disagree Cards Projects Flexible grouping Centers And a million more…………..

Frequent and ongoing assessment, completed en route to mastery; ongoing assessment could be considered as “checkpoints” on students’ progress and the foundation for feedback given – the most useful assessment teachers can provide for students, and for their own teaching decisions. Rick Wormelli, Fair is Not Always Equal.

 Giving students feedback while they are doing the task or very shortly thereafter is instrumental to their understanding of the objective. This feedback has the greatest impact on their success.  Do not give assignments without watching what they are doing, helping them as they learn, and correcting their errors in process.  Returning an assignment with errors and not giving feedback can have a negative impact on their learning.  Don’t miss the opportunity to teach after the test.

 As you teach, are you always checking to make sure each student understands?  If a student does not understand, what do you do? Sometimes it is not the content that is too difficult, but the modality or strategy in which you are presenting the content.

 When do you give a summative assessment? ◦ Only when your formative data shows you that the student is ready. Remember, the assessment is only summative if the student masters the objective(s). If they did not, you now have an additional formative assessment. You need to determine your next steps.

 Stage 1 ◦ Begin learning about students’ interests and learning profiles ◦ Establish classroom management procedures for a DI classroom ◦ Start using pre-assessment to find out students’ readiness levels ◦ Begin using formative assessments (to drive instruction) ◦ Experiment with flexible grouping

 Design activities to target students’ interests and learning profiles  Use data from pre-assessments to design lessons  Use data from formative assessments to guide instruction  Explore types of flexible grouping  Incorporate learning contracts for some students

 Target students’ interests and learning profiles regularly  Continue to use data from pre-and formative assessments to design lessons and guide instruction  Implement student-led formative assessments  Broaden use of flexible grouping  Experiment with tiered lessons

 Compact curriculum for some students  Create tiered activities regularly  Ensure all assessments are in alignment  Share responsibility of learning with students  Address grading questions/issues  Coach colleague who are at different levels of implementation (continuum from Staff Development for Educators)

 Slide 5 has several definitions of DI. After reading these, write you own definition of differentiated instruction.  What do teachers differentiate?  Why is pre-assessment key to student success?  Why is the choice of instructional strategies key to student success?  Look at your lesson plans. What learning modality do they favor?  Looking at the DI continuum, what Stage are you in and where do you most want to improve?  How will your planning change after viewing this PowerPoint?