differentiated instruction is not: "individualized instruction” different reading assignments...

35
Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students are engaged in learning just another way to provide homogeneous grouping Flexible grouping “Tailoring the same suit of clothes" Carol Ann Tomlinson, 19

Upload: amber-williamson

Post on 17-Dec-2015

220 views

Category:

Documents


2 download

TRANSCRIPT

Page 1: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Differentiated Instruction IS NOT:

"Individualized Instruction”• Different reading assignments• Taught skill

Chaotic• Activities are well planned• Students are engaged in learning

just another way to provide homogeneous grouping

• Flexible grouping“Tailoring the same suit of clothes"

Carol Ann Tomlinson, 1995

Page 2: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Differentiated Instruction IS:

• Proactive• more qualitative than quantitative

• Not half as much or twice as much• provides multiple approaches to content,

process, and product• student centered

• Instruction that is engaging, relevant, and interesting

• a blend of whole-class, group, and individual instruction

• "Organic.”• Ongoing collaboration with students• Frequent adjustments

Carol Ann Tomlinson, 1995

Page 3: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

– One-size-fits-all instruction does not reach all learners

– Learners of multiple abilities can be educated together

– Differentiated instruction is flexible and responsive

Why Differentiate Instruction?

Page 4: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Differentiating Instruction

• Content– Several elements and materials are used to support

instructional content.– Align tasks and objectives to learning goals.– Instruction is concept-focused and principle-driven.

• Process– Flexible grouping is consistently used.– Classroom management benefits students and teachers.

• Products– Initial and on-going assessment of student readiness and

growth are essential.– Students are active and responsible explorers.– Vary expectations and requirements for student responses.

Page 5: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Making Differentiated Instruction Attainable

• Clarify key concepts and generalizations.

• Use assessment as a teaching tool to extend versus merely measure instruction.

• Emphasize critical and creative thinking.

• Engaging all learners is essential.• Provide a balance between teacher-

assigned and student-selected tasks.

Page 6: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Planning Pyramid

The Planning Pyramid is flexible based upon the student’s prior knowledge

All students will learn

Most but not all

Some

Informationsome students

may learn. Complex and/or detailed information

Additional facts, extensions of base

concepts, related concepts

Most important concepts you want all students to learn.

Page 7: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Organizational Strategies

Task-Specific Strategies

Self-Talk

Page 8: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

The Needs Matrix: Cognitive

• Executive Control Self as Learner Self Regulation

Page 9: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Self-Talk

• Adult model• Overt self-guidance• Faded overt self-guidance• Covert self-instruction

Page 10: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Task Specific Strategy

• Discuss task parameters• Introduce strategies and provide rationale• Practice in authentic settings• Check students’ use of strategy • Apply strategy in increasingly difficult

aspects of the strategy• Model the use of strategies• Students critique teacher model• Shift responsibility to students• Monitor Progress!

Page 11: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Effective Strategies

• Lead to specific & successful outcomes

• Are sequenced efficiently• Cue students to use strategies• Think metacognitively• Select appropriate procedures• Cue students to take action• Are brief• Are essential

Page 12: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Effective Strategy Design

• Use a remembering system• Use simple and brief wording• Begin with action words• Use 7 or fewer steps• Use words that are uncomplicated

and familiar to students

Page 13: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Useful Strategies• Address a common but important existing problem

that students are encountering in their settings• Address demands that are encountered frequently

over an extended time• Can be applied across a variety of settings,

situations, and contexts

Page 14: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Performance-basedAssessment

Rubrics

Portfolios Knowledge Mapping

Page 15: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Focus Questions

• Determine a focus area– Four T’s

• Teaching objective• Target• Taxonomy• Text/materials

– Instructional Strategies– Learner Engagement– Learning Environment

Page 16: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

The Focus is Instruction

• According to research all good instruction must include:– Active engagement– Reading and writing strategies– Address the auditory, kinesthetic,

visual and tactile learners– Address multiple intelligences– Be developmentally appropriate

Page 17: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Student Questions

• What are you learning?• Why do you need to know this?• How do you know if your work is

good enough?• Why should you learn this?

Page 18: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Using the information

• Data to determine staff development

• Follow-up to staff development• Technical Assistance to buildings• Implementation check of

initiatives• Specific need of school or district

Page 19: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Strategy 2: Make Instruction a Whole School

Endeavor

Page 20: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Maintain a Tight Instructional Focus

• Apply the instructional focus to everyone in the organization

• Apply it to both practice and performance

• Apply it to a limited number of instructional areas and practices, becoming progressively more ambitious over time

PRINCIPLE 1

Page 21: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Reflection

When was the last time that you visited another teacher’s classroom?

If you made a visit in the last year, what did you talk about afterwards?

What would you have like to have talked about?

Page 22: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Routinize Accountability for Practice and Performance

• Create a strong normative environment in which adults take responsibility for the academic performance of children.

• Rely more heavily on face-to-face relationships than on bureaucratic routines.

• Evaluate performance on the basis of all students, not select groups of students and – above all – not school- or grade-level averages.

• Design everyone’s work primarily in terms of improving the capacity and performance of someone else – system administrators of principals and teachers, principals of teachers, teachers of students.

PRINCIPLE 2

Page 23: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Make a List

Make a list of the ways that you can use the face to face opportunities that you

have to meet with colleagues….

Page 24: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Open Practice Up to Direct Observation, Analysis, and

Criticism• Make direct observation of practice, analysis,

and feedback a routine feature of work.• Move people across settings, including

outsiders into schools.• Center group discussions on the instructional

work of the organization.• Model desired classroom practice in

administrative actions.• Model desired classroom practice in collegial

interactions.

PRINCIPLE 3

Page 25: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Pair-Share

What would you need to make this kind of professional community work for you?

Page 26: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Differential Treatment Based on Performance and Capacity

• Acknowledge differences among communities, schools, and classrooms within a common framework of improvement.

• Allocate supervisory time and professional development based on explicit judgments about where schools are in a developmental process of practice and performance.

PRINCIPLE 4

Page 27: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Assets Analysis

What are ways that this happens now?

What one thing could happen to deepen the practice?

Page 28: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Devolve Increased Direction Based on Practice and Performance

• Do not rely on generalized rules about centralization and decentralization.

• Loosen and tighten administrative control based on hard evidence of quality of practice and performance of diverse groups of students;

• Greater discretion follows higher quality of practice and higher levels of performance.

PRINCIPLE 5

Page 29: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

Pair-Share Dialogue

What do you think you should work on first?

Page 30: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students
Page 31: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students
Page 32: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students
Page 33: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students
Page 35: Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students

It is not our differences that divide us. It is our inability to recognize, accept, and

celebrate those differences          ... Audre Lorde