Enhancing Teaching & Learning Through Differentiated Instruction (DI)

advertisement
Ticket In
Complete the DI Self-Assessment
1
Enhancing Teaching & Learning
Through
Differentiated Instruction (DI)
Upper Dublin School District
February 2015
2
Session Objectives
• Recognize and respond to differences
among learners
• Identify techniques and processes that
teachers can use to adjust instructional
delivery to meet their students’ needs
• Actively engage learners
• Plan for Differentiation
3
Today’s Agenda
• Honor/Assess Current Knowledge and Expertise
• Set Personal Learning Goals
• Establish a Culture of Engaged Learning
o Anchor Activities
o Parking Lot of Engagement Strategies
•
•
•
•
Develop Common Language around DI
Know the Learner
Provide Student Choice
Apply Strategies in Personal Practice
4
Checking In
Your DI Self-Assessment
Getting Started
Along the Way
Regular /Frequent
Practice
Collaboration Line-Up
(day of birth)
5
In pairs, share the evidence you
based your self-assessment on.
6
Processing the Activities…
• What did we do?
• Why did we do it?
• How does it support differentiation?
7
for this Session
(one per post-it)
Wish 1 - What do you want to learn to
do better or differently with regard to
differentiation?
Wish 2 - What aspect of teaching or
learning do you hope to enhance?
Wish 3 - What question/clarification do
you have/need regarding
differentiation?
8
Norms for Working Together
•
•
•
•
Equity of Voice
Active Listening
Respect for All Perspectives
Safety and Collegiality
9
Anchor Activities
Characteristics
Role
o Independent learning
level
o Meaningful
o Respectful
o Supportive
o Routine based
o Introduced gradually
o Limited preparation time
o Varied
o Supports small group
instruction
o Permits differentiation
o Fosters self-regulatory
behaviors
o Teaches time
management
o Provides additional
practice
10
Potential Anchoring Activities
Just a few•
•
•
•
•
•
•
Journals/Learning Logs
Student Reflection
Writers Workshop
Vocabulary Work
Independent Reading
Computer-Based Activities
Listening/Video Center
11
Today’s Anchoring
Activity
Text passage –
The Role of the Teacher in a Differentiated Classroom
Differentiating Instruction: Rules of Thumb
Explore the Rules of Thumb – “general guidelines that
make differentiation possible.”
Use the graphic organizer, or create your own, to help
you process the reading.
12
Processing the Activities…
• What did we do?
• Why did we do it?
• How does it support differentiation?
13
Let’s recall…
What is Differentiated Instruction?
Quick Write
5 words or ideas that come to mind
Turn and Talk
14
What Is
DIFFERENTIATION?
Differentiation is…
• “…a process which teachers can use to
increase achievement by improving the match
between learner's current unique
characteristics and curriculum components.
- Dr. Deborah Burns, University of Connecticut
• “…planning instruction in a variety of ways to
meet the needs of a variety of learners.”
- Dr. Kathie F. Nunley, Differentiating the High School Classroom
15
Differentiated Instruction
is…
Engaging instruction that is • Challenging and grounded in essential
learning
• Responsive to students’ varying
background knowledge and learning
preferences/needs
• Varied and flexible
16
Why Differentiate?
• All kids are different
o One size does not fit all
• Best practice
o Effective instruction
• Maximize potential
o Growth and access
17
Why Differentiate?
•
•
•
•
•
•
Standards-based classrooms
High expectations for ALL children
Multicultural diversity
Student diversity
Research on human learning
Rapid technological change
18
“Not all students will make the same
journey as they learn, but this diversity of
learning styles enriches the classroom
community.”
- Jennifer, Student Teacher
Adapted from Touch the Future…Teach!, 2006
19
Differentiated Instruction
means…
Following the DI Rules of Thumb

Curriculum Clarity

Ongoing Assessment

Critical and Creative Thinking

Engagement

Choice
20
Differentiated Instruction requires…
1. Flexibility of
a. Teaching
b. Learning
2. Ongoing assessment
a. Formal
b. Informal
21
Check and Perfect
• What is DI?
• Add/Adjust/Extend
• Turn and Talk – Someone Different!
22
Processing the Activities…
• What did we do?
• Why did we do it?
• How does it support differentiation?
23
Knowing the Learner
Student Learning Profiles
24
Stand-Up & Team-Up
Numbered Heads Together
25
What powerful differences
exist among students?
•
•
•
•
•
•
•
•
•
•
Prior Knowledge or Skill Expertise
Learning Rate
Cognitive Ability
Learning Style Preference
Motivation, Attitude, Effort
Interest, Strength, Talent
Gender
Culture
Language
Economics
26
As a result, which groups
of students may have a
learning gap?
•
•
•
•
•
•
•
•
•
Low income
Culturally diverse
English language learners
Special education
Disengaged
Male or female students
Career and technical education students
American students (NAEP/TIMSS)
Gifted education
27
The Roots of Student
Differences
Student
Differences
Nurture
Nature
GENETICS
SCHOOL
FAMILY
ACADEMIC
SOCIAL
and
EMOTIONAL
COMMUNITY
COGNITIVE
28
Critical Components of
Differentiation
 Get to know your students
 Build Community in your classroom
 Assess students regularly
 Formal/Summative
− end of unit tests, essays, product)
 Informal/Formative
− pretests, exit cards, KWHL, student surveys
(thumbs up/down, questioning)
29
Learning Styles
30
Multiple Intelligences
31
Learning Styles vs.
Multiple Intelligences
32
Your Profile Card
33
Quick Check
How comfortable were you
completing this task?
Very
NOT
So-So
What more might you seek to learn
about your students?
34
Processing the Activities…
• What did we do?
• Why did we do it?
• How does it support differentiation?
35
Engaging through Choice
Learning Menus
36
What is a Learning Menu?
A learning menu is an array of
independent learning activities
presented in a ‘choice’ or ‘menu’
format to provide students with
options for extending or enriching the
essential curriculum.
37
Why use a Learning Menu?
• Satisfies “Rules of Thumb” by promoting
engagement, allowing choice and offering
challenge
• Increases motivation- Students’ choices
reveal their interests, abilities and learning
styles
• Allows teachers to provide for students at
varying degrees of readiness
38
Advantages of Learning
Menus
• Strategy spans all curricular areas
• Can target specific learning activities for
an individual student or small group
• Promotes higher level thinking skills
• Encourages the development of
independent thinking
39
Many Different Names for
Learning Menus…
•
•
•
•
•
•
Dinner Menu
Choice Board
Think-Tac-Toe
Agendas
Must Do – Can Do
Extension Menu
40
Classroom Uses of
Learning Menus
•
•
•
•
•
•
Follow-up activity
Culminating activity
Anchoring activity
Learning center
Independent activity
Extension activity
41
Menu by Content
Fractions
Fractions
Fractions
Decimals
Decimals
Decimals
Percents
Percents
Percents
42
Menu by Readiness
Basic
Basic
Basic
Mid
Mid
Mid
Advanced
Advanced
Advanced
43
Menu by Learning Profile
Visual
Auditory
Kinesthetic-tactile
Visual
Auditory
Kinesthetic-tactile
Visual
Auditory
Kinesthetic-tactile
44
Guidelines for
Development & Use
(What and How)
• Informed choice
• Vary offerings (based on intent)
• Structure accountability
• Discuss the process and develop
management guidelines
• Provide early feedback
45
You Choose
Differentiated Instruction Choice Board
46
Who…
Did the same as you!
• Share your product (30 seconds each)
• Be prepared to share your partner’s with
the larger group (Random Reporter)
47
Processing the Activities…
• What did we do?
• Why did we do it?
• How does it support differentiation?
48
Planning to Differentiate
The Purposeful Design
of Learning
49
Let’s recall…
• Why must I plan to differentiate?
50
51
Before you begin, ask yourself…
• Am I clear about what I want students to
know, do and understand in this unit?
• What pre-assessments and formative
assessments will I use?
• What instructional strategies will actively
and cognitively engage the learners?
• How will I balance student-selected and
teacher-assigned tasks and groupings?
52
One Possible Instructional
Sequence:
1.
2.
3.
4.
Class Meeting, Overview, or Introduction
Pre-assessment
Large Group Teaching and Learning Activities
Small Group Activities
− Small Group Instruction
− Differentiated Learning Activities
− Anchoring Activities (Differentiated and Independent)
5. Large or Small Group Problem Solving and Application
Activities
6. Debriefing and Reflection
7. Extension Activities
53
Next Steps
What do I do now?
• Focus/Plan
• Apply – Choose from:
•
•
•
•
Anchor Activities
Learning Profiles
Choice Board/Menu
Engagement Strategies from Today
• Share (February 26th half-day PD)
• See “Sharing of Application” Handout
• Try again…
54
My 3 Wishes
• What personal wishes were you granted?
• As a result of our learning, what aspects of
your teaching and student learning will be
enhanced through differentiated instruction?
• What wish remains for follow-up?
55
Tear and Deposit
dgaffney@mciu.org
56
Parking Lot
Running Record of Engagement Strategies
Ticket In
Parking Lot
Collaboration Line-Up
Self-/formative
Assessment
• Self-Directed Learning
• Group Norms
• Anchor Activity
•
•
•
•
•
•
•
•
•
•
•
•
•
Think-Write-Pair-Share
10-2
Check & perfect
Numbered Heads
Graphic Organizer
Choice Options
Find Someone Who
Random Reporter
Exit Slip
57
Download