choose from one of these learning styles: 1. i learn best alone where i can read and work quietly....
TRANSCRIPT
Gathering Activity
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.
3. I learn best when I can relate to the subject visually.
Using the assignment sheet you picked up when you entered, complete the activity.
WEST MORGAN MIDDLE SCHOOL
Differentiated Instruction In-service
August 6, 2010
DI MYTHS
DI is tracking DI is unfair DI is the same as
individualization DI should be done
everyday in every class.
Purpose
Purpose1. Achieve a deeper
understanding of DI2. Experience DI-type activities3. View actual teaching4. Commit!
BRUCE SPARKMAN, PRINCIPAL
The RTI-DI Connection
Changing Paradigms…Shifting SandsBoth RTI & DI operate on the assumption of a new set of beliefs about
teaching and learning.
FROM (old)Students Viewed as Winners &
Losers Intelligence fixed Curriculum expectations vary Fixed groupings/tracking Self-contained option Academic focus onlyLearners as Empty Vessels Teachers lecture Isolated facts Focus on rote learningTeacher as Expert Focus solely on teaching Minimal collaboration Teacher “directs ” Teacher-centered
TO (New)All Students Can Succeed Accommodations implemented Rigorous curriculum for all Flexible grouping Fully inclusive Focus on the “whole” childActive Learners Students engaged Connected, relevant learning Emphasis on comprehensionTeacher as Facilitator Teaching & Learning both valued Co-teaching model Teacher “coaches” Student-centered
Changing Paradigms…Shifting SandsContinued…
FROM (old)Uniform Lessons “One size fits all” Singular teaching style Rigid timelines Whole class activitiesSummative Assessment Rely on testing only Data stored Grading by teacher Criteria vagueUnilateral Decision Making Parent/teacher conferences Pull-out support services Top-down structure
WAIT TO FAIL
TO (New)Lessons which Accommodate Instruction differentiated Multi-modal instruction Varied pacing Learning centersFormative Assessment Multiple ongoing measures Data utilized Student self-evaluates Use of rubricsCollaborative Partnerships Parents as full partners Push-in support services Bottom-up model
RESPONSE TO INTERVENTION
MARY MARQUART, PRESENTER
Classroom Practices Inventory
BRUCE SPARKMAN, PRINCIPAL
DI-What is it?
DI Definition-Yellow
WHAT IT IS WHAT IT IS NOT
Proactive Qualitative Rooted in
assessment Student centered Blend of whole,
group and individual A way of THINKING
NOT individualization NOT chaotic NOT tracking NOT teaching to the
lowest NOT adding extra
work for advanced NOT a strategy
TAKE A BREAK!
MARY MARQUARTComponents of DI
Components of DI-Green While Reading, code the text:
(Confirms what you thought) (Contradicts what you thought) (New to you) (Confusing)
TURN and TALK by sharing your observations
SHARE: Components of DI-Continued
Preparation Assessment Learning Profile Interest Profile Student Readiness Classroom management
Ways of Differentiating Instruction
Content Vary text and resource materials
Interest Readiness Learning profile
Process (how students process the information) Match complexity of activity to student readiness Give students choices based on their interest Encourage students to make sense of an idea in a
preferred way of learning (verbally, creatively, etc) Product (help students rethink, use, and extend
what they have learned over a long period of time)
Summary
COMPONENTS HOW TO
Preparation Assessment Learning Profile Interest Profile Student Readiness Managing the
Classroom
Differentiate Content Differentiate Process Differentiate Product
DVD Time!
Use the NON-NEGOTIABLES Graphic Organizer
EXIT CARD
Please complete the EXIT CARD before leaving today