Recognizing the Differentiated Instruction We Already Do, and Time- Saving Tips to Help Us Enjoy our Weekends
Differentiated Instruction We Already Do Differentiate by Readiness –Know your content well enough to know what EVERYONE needs to know and do, what most should be able to know and do, and what the accelerated learners should know and do Differentiate by Learning Style –Seeing (Reading, observing) –Hearing (Listening and discussing) –Tactile (Drawing, Writing, Creating) Differentiate by Choice and Product –Multiple Intelligence based differentiation
Big Ideas Chunk Information Use or Create Background Knowledge (When you know you can, you’re more motivated to try) Keep class-time standards focused The less you say the better Try to keep everyone involved
Definitions Pre-Assessment: Indicates student readiness for content and skill development. Guides instructional decisions. Formative Assessment: Frequent checkpoints to provide ongoing and clear feedback to students and teacher. Most instructional energy should be spent here. Summative Assessment: Given at the end of learning to document growth and mastery. Reflects most, if not all, enduring knowledge.
Keys to Taking Less Work Home Use the majority of class time for students to practice their skills, discuss their learning and answer questions (document during class) Constantly walk around to listen to group discussions and answer questions (document) Keep graded homework minimal—students are still practicing and you don’t want to grade it
Using Technology to Differentiate MP3 players so everyone has access to same text (record read alouds for absent students) student materialshttp://readwritethink.org Wikis for peer editing Blogs for reading discussions
Want to Give Choice? Create a STANDARDS rubric that only contains the standards in student friendly language with 3-4 levels (exceeds mastery, obtained mastery, getting there, not meeting standard) and an effort grade. Do NOT worry about their presentation mode: (Does her game have 25 questions, Does his children’s book have good illustrations, Is her friendly letter formatted correctly). Did he/she show what he/she knows and/or can do?
Language Arts: Reading Illustrate a new cover for the book Write a book review Make a Diorama Do a book talk Book Club with group and self assessment Cloze passages for reading comp
Language Arts: Writing RAFTS Student highlighting Student chooses piece to turn in or share with the class Multi-media presentation Web page
Working Definitions Assessment: Tool used to gauge mastery of student learning and instructional practices Evaluation: Judging assessment data against standards and benchmarks Grading: Data reporting system
Why do we grade? Provide feedback Document progress Guide instructional decisions Motivate Punish Sort
Allowing Re-dos Always “at teacher discretion” Must be within reason Students must have been giving a sincere effort Require parent signature on original to request re-do Student submit plans explaining how they will study to improve skill mastery Help students create study calendar Deadline for accomplishing mastery goal Submit original with re-do to track progress Alternative versions Refuse option to re-do during last week of grading period or if behavior is chronic- enough is enough