june preszler, tie, spearfish school district jan. 18, 2010
TRANSCRIPT
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THE DIFFERENTIATED JOURNEY:EXPLORING NEW TERRITORY
June Preszler, TIE,
Spearfish School District
Jan. 18, 2010
http://jpreszler.tie.wikispaces.net/
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GOALS:
Defining differentiation Considering choice Finding differentiation through choice Using differentiation and choice
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DIFFERENTIATION DEFINED
On note card: Your impression of differentiated
instruction One way you differentiate in your
classroom One concern regarding differentiation
Share with two or three others and create an agreed upon working definition of differentiated instruction.
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ONE POSSIBLE DI DEFINITION
Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.
(From Carol Ann Tomlinson, ASCD)
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WHAT DI IS…
Multiple approaches Student centered Ebb and flow Different learning modalities Student competes against self Flexible use of classroom time
Carol Ann Tomlinson, The Differentiated Classroom, 1999
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BELIEFS BEHIND DI
Learning profiles differ Making meaning priority Opportunity for choice
Greatest challenge? Developing respectful activities that are interesting, engaging, challenging
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Differentiation of InstructionDifferentiation Strategy Booklets, 4-6guided by general principles of differentiation
such as:
respectful tasks flexible grouping ongoing assessment teachers can differentiate
Content Process Product
according to students’
Readiness Interests Learning Profile
through a range of instructional and management strategies
Sometimes Classroom Environment
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PREP STEPS
Start small—one strategy, one area. Start with what is—mine ideas;
determine what all students will do, what some students will do; identify basic and advanced activities.
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BEFORE YOU BEGIN…
Know Understand Do Differentiate Instruction, K-4, page 5
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COUNTING COUP
The concept: Counting Coup What do you think it means? Think-Pair-Share
Strategies That Differentiate Instruction, K-4, pages 12-13
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THE ENEMY IN FRONT OF US
Not a person But a thing “The biggest enemy our children have
are those things sitting in front of you and they’re called books.”—Gerard Baker
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THE WARRIOR
“What do you do with your enemies? You conquer them.”
“We have to redefine our enemies and conquer them.”
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COUNTING COUP
“We have to count coup on books.” Vocabulary Notebook/Map
Define Counting Coup in your own words Compare it to something else Draw it Explain it
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HOW DID WE DO?
In what ways did the Counting Coup activity differentiate?
How could you use this type of activity or a variation of it when teaching vocabulary?
Other DI frames to integrate: Clock Buddies, 8-9 Seasonal Partners, 10 Popsicle Sticks, 11
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I WANTED YOU TO
Know the historical context of counting coup. Understand that counting coup can be
applied to more contemporary situations, including the struggles that students face in schools.
Draw your understanding of the concepts and be able to explain that interpretation to group. Furthermore, I wanted you to consider how this concept might affect the way you approach students.
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THINK-TAC-TOE (CHOICE BOARD)
Allows students choice Incorporates learning preferences Takes readiness into account (basic and
advanced) Provides framework Elementary Example: Ruby Bridges Lesson
http://teachers.net/lessons/posts/4207.html
On Target Differentiated Instruction , Grades 4-12, pages 14-15
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LEARNING CONTRACTS
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TIERED INSTRUCTION
Make slight adjustments within same lesson to meet individual needs.
Students learn same skills and concepts but through varying modes and activities.
Appropriately challenges ability levels On Target, Differentiated Instruction, Grades
4-12, pages 8-9See Handout
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STEPS IN TIERING
Identify key concepts and understandings Pre-assess based on readiness, interests or
learning profiles Identify how you will cluster groups/activities Select elements to tier (content, process,
product) Create variations for each group
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CUBING
Looks at topics from different angles
Eliminates flat thinking Includes six commands and a
prompt Describe, compare, associate,
analyze, apply or use, argue for or against
On Target, Differentiated Instruction, Grades 4-12, pages 12-13
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A LITTLE LIE GOES A LONG WAYS
Three Facts and a Fib Strategies to Help Struggling Readers,
page 25
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HOW IT WORKS…SIMPLE SAMPLE
Three Facts and a Fib Basically a reading strategy Encourages group interaction Allows for different learning styles Takes readiness into consideration Follows a process/not an activity
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THREE FACTS AND A FIB1.When I took my son to college, I camped
out in the dorm parking lot for the first night…just in case.
2.I played soccer for a championship youth team in Brazil in the 1970s.
3.In one month, I traveled over 3000 miles for education-related business, had one accident in a BHSSC/TIE vehicle, and received two undeserved speeding tickets.
4. I began my professional career as a recipe writer for the Aberdeen American News.
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EXIT CARDS
Easy strategy for assessing student learning
Students respond to prompts or questions; turn in cards as they leave
Teacher uses card to help create groups, monitor student progress, revise lessons
On Target, Strategies to Help Struggling Readers, page 27
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Students who are struggling with the
concept orskill
Students withsome understanding
of concept or skill
Students whounderstand theconcept or skill
Group 1
Group 2
Group 3
Readiness Groups
EXIT CARD GROUPINGS
Montgomery County Public Schools, Rockville, Maryland
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Students who are struggling with the
concept orskill
Students withsome understanding
of concept or skill
Students whounderstand theconcept or skill
Group 1
Group 2
Group 3
Readiness Groups
EXIT CARD GROUPINGS
Montgomery County Public Schools, Rockville, Maryland
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EXIT CARDS
Today you began to
learn about decimal
fractions List three things
you learned Write at least one
question you have about this topic
Montgomery County Public Schools, Rockville, Maryland
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EXIT CARDS
On your Exit Card---
Explain the differencebetween prime andcomposite numbers.You may wish to give some examples of eachas part of yourexplanation.
Montgomery County Public Schools, Rockville, Maryland
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EXIT CARDS
On your exit card---
Explain the differencebetween simile andmetaphor. Give some examples of each aspart of your explanation.
Montgomery County Public Schools, Rockville, Maryland
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Refer to Differentiation Scenario Handout
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OUR EXIT CARD
List three things you learned today. List two questions you’d still like to
explore. List one method of differentiation
and/or choice that you might apply in your classroom.
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WEB SITES TO EXPLORE
http://www.teach-nology.com/litined/dif_instruction/ http://www.help4teachers.com/ http://www.internet4classrooms.com/di.htm http://www.learnerslink.com/curriculum.htm http://webhost.bridgew.edu/kdobush/strategies%20for%20teac
hing%20reading/handbook/diff_inst/differentiated%20instruction.htm
http://www.k8accesscenter.org/training_resources/differentiationmodule.asp
http://www.differentiatedresources.com/