how we teach… presented by the lane di team tabitha webb ashley barton daphne whetsel donna...
TRANSCRIPT
HOW WE TEACH…
Presented by the Lane DI Team
Tabitha WebbAshley Barton
Daphne WhetselDonna HutchingsJennifer Arnold
Lea GriffisNicole Harrell
Presented by the Lane DI Team
Tabitha WebbAshley Barton
Daphne WhetselDonna HutchingsJennifer Arnold
Lea GriffisNicole Harrell
Teaching with student variance in mind A classroom so students have options for taking in
information, making sense of ideas, and expressing what they learned
Meeting kids where they are… not where we wish them to be!
Responsive teaching rather than one-size-fits-all teaching
Differentiation realizes that kids differ and effective teachers do whatever it takes to engage the whole range of children
Differentiation doesn’t suggest that a teacher can be all things to all individuals all the time. It does, however, mandate that a teacher create a reasonable range of approaches to learning much of the time, so that most students find learning a fit much of the time.
New IEPs for all children; individualized instruction Tracking Constant group work Occasional variation of teaching style “On the spot” adjustments
Fairness is NOT giving everyone the same thing. Fairness is giving everyone what they need to grow.
The fact that students differ may be inconvenient, but it is inescapable.
The fact that differentiation occurs should never be a secret.
Discuss what the difference is between fair and equal and create a class definition of what “fair” is.
Ways to differentiate… Content – what
students learn Process – how they
learn it Product – how they
demonstrate what they have learned
Differentiation is based on a diagnosis of a student…
Interest - what students are interested in
Learning Profile – learning style, intellegence or environmental preferences along with gender & culture
Readiness – developmental readiness
Start with good curriculum Commit to on-going assessment
Use assessments to guide your instruction. You will know student progress. You can guide student success.
Students participate in respectful work in a respectful environment.Welcoming, safe, fair, emphasis on growth,
respectful of differences Flexible grouping
Do I even need to differentiate? What do you want students to know? What is the best area to differentiate in? What is KUD? Know – Understand – Do
KNOW – (bulleted list) facts, vocabulary, definitions, dates, places
UNDERSTAND – (I want students to understand that…) principles, generalizations, big ideas
DO – (begins with a verb) skills of literacy, numeracy, communication,
etc.
KnowCoin names and values
UnderstandWe can combine coins in different ways to
make the same amount of money.
DoCombine coins in more than one way to
make a set amount of money (ex: 40 cents)
Know Capital and lowercase letters Letter sounds
Understand Specific sounds correspond to letters in the
alphabet Words are composed of letters The alphabet gives us a way to communicate
Do Identify capital and lowercase letters Identify and apply beginning sounds of words
Bags on the TableScienceMath
Separate the paper strips into KUD.
KNOW(people, places,
dates, vocabulary, definitions, facts,
etc.)
KNOW(people, places,
dates, vocabulary, definitions, facts,
etc.)
BE ABLE TO DO
(skills, outcomes, behavioral
objective, etc.)
BE ABLE TO DO
(skills, outcomes, behavioral
objective, etc.)
UNDERSTAND THAT…
(big ideas, essential
understandings, principles,
generalizations, etc.)
UNDERSTAND THAT…
(big ideas, essential
understandings, principles,
generalizations, etc.)
KnowGeorgia habitatsGeorgia’s organismsThe 5 Regions of GeorgiaFeatures of green plantsFeatures of animals
UnderstandThere is a difference between the
habitats in Georgia.Features of the green plant allow them
to live and thrive.Each region in Georgia has distinct
characteristics.Features of animals allow them to live
and thrive.Habitats in Georgia can change.
DoDifferentiate between habitats in
Georgia.Identify features of green plants.Categorize characteristics of the regions
of Georgia.Identify features of animals.Explain what will happen if a habitat
changes.
UnderstandDecimals are part of the base-ten
system.The relative size of numbersThe order to read/write a decimalDecimals can be added and subtractedDecimals can be multiplied and divided
DoAdd one and two digit decimalsSubtract one and two digit decimalsModel multiplication of decimals by
whole numbersModel division of decimals by whole
numbersMultiply both one and two digit decimals
by whole numbersDivide both one and two digit decimals
by whole numbers
Follow directions from activity slip and instructions from Mrs. Whetsel and Mrs. Hutchins.
You will need:Activity slipPencilPaper
Standard: S4L1, S4L2 Where does this fit in the KUD Model?
I wanted them to know- Producers Consumers Decomposers Adaptations of animals
I wanted them to understand- Changes in the environment can affect a community Adaptations affect the extinction/survival of an organism
I wanted them to do- Identify the roles of consumers, producers, decomposers Demonstrate the flow of energy through a food web/chain Predict how changes in the environment would affect a
community Identify external features of organisms that allow them to
survive
How did I group them?? This lesson is tiered in CONTENT according to READINESS, with interest (drawing, fraction bars, etc.) in mind.
Key Concept: Students develop an understanding of fractions.
Students show parts of a whole.
Standard: M3N5 Where does this fit in the KUD Model?
I wanted them to know- Fractions
I wanted them to understand- You can represent fractions in more than one
way Two different fractions may have the same
representation (equivalent fractions) I wanted them to do-
Model fractional parts by shading, drawing, or fraction bars
Lesson tiered toward INTEREST. Students grouped by interest in zoos,
playgrounds, or basketball games. Each group is asked to come up with 5
ideas about what happens at their location.
What happens first? What else? The ideas are then arranged to tell a
story. Lesson retrieved from GA DOE Website.
• Strategies for Differentiating Instruction • by Julia Roberts
• Fair Isn’t Always Equal • by Rick Wormeli
• Differentiation: Simplified, Realistic and Effective • by Bertie Kingore
• Applying Differentiation Strategies K-2; 3-5, Secondary
• printed by Shell Education
www.differentiationcentral.comresources, lesson plans & discussion
rooms www.ascd.org
books, videos, online courses about differentiation
www.greenfield.durham.sch.uk/differentiation provides for a variety of needs and
includes links to other websites
Start with good curriculum Commit to on-going assessment
Use assessments to guide your instruction. You will know student progress. You can guide student success.
Students participate in respectful work in a respectful environment.Welcoming, safe, fair, emphasis on growth,
respectful of differences Flexible grouping
KNOW – (bulleted list) facts, vocabulary, definitions, dates, places
UNDERSTAND – (I want students to understand that…) principles, generalizations, big ideas
DO – (begins with a verb) skills of literacy, numeracy, communication,
etc.