webinar differentiation to post -english speaking course lucknow (cdi)

8/8/2019 Webinar Differentiation to Post -english Speaking course lucknow (CDI) / www.cdilucknow.blogspot.com

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Session OverviewWhat is Differentiation?

Differentiation StrategiesOne Classrooms Transformation

Implementing Differentiation

Resources


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ObjectivesParticipants will

Gain an overview of differentiated instruction;

Be able to implement several differentiationstrategies; and

Identify things to consider when implementingdifferentiation at the classroom, school, anddistrict level.


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Why Differentiate?All kids are different.

One size does not fit all.

Differentiation provides all students withaccess to all curriculum.


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What Is Differentiation?A teachers response to learner needs

The recognition of students varyingbackground knowledge and preferences

Instruction that appeals to studentsdifferences


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Content Process Product

According to Students

Readiness InterestLearning

Profile

Teachers Can Differentiate

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).


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Comparing Traditional andDifferentiated Classrooms

Consideration of student differences

Use of assessment

Use of student interest and learningstyle


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Comparing Traditional andDifferentiated Classrooms

(continued)

Instructional format

Assignment options

Factors guiding instruction


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Differentiation Strategies

All strategies are aligned withinstructional goals and objectives.

Specific strategy selection based on Focus of instruction Focus of differentiation


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y Thoroughly pre-assess thelearners knowledge anddocument findingsy Explain the process and itsbenefits to the studenty Create written plans andtimelines for studyy Allow student choice inenrichment or acceleratedstudy

Compacting is the process of eliminating teaching or studentpractice due to previous mastery of learning objectives. Compactinginvolves a three step process:1.assess the student to determinehis/her level of knowledge on thematerial to be studied and determinewhat he/she still needs to master 2.create plans for what the studentneeds to know, and excuse thestudent from studying what he/shealready knows

ReadinessCompacting

y Focus task on a keyconcepty

Use a variety of resourcematerials at different levels of complexity and associatedwith different learningmodalitiesy Adjust task by complexity,abstractness, number of steps,concreteness, andindependence to ensurechallenge and not frustration

Assignments and products aredesigned to instruct and assess

students on essential skills that areprovided at different levels of complexity, abstractness, and open-endedness. The curricular contentand objective (s) are the same, butthe process and/or product are variedaccording to the students level of readiness.For example, students with moderateunderstanding about a topic are

asked to write an article. Studentswith a more advanced understandingare asked to prepare a debate.

ReadinessTiered Assignments and

Products

Things to Consider Description of StrategyPrimary UseDifferentiationStrategy [1]

[1] This chart was adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).


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Examples of DifferentiationStrategies

Choice Boards

Tiered Activities

Learning Contracts


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Entre (Select One)Draw a picture that shows what happens during photosynthesis.Write two paragraphs about what happens during photosynthesis.Create a rap that explains what happens during photosynthesis.

Diner Menu Photosynthesis

App etizer (Everyone Shares)Write the chemical equation for photosynthesis.

Side Dishes (Select at Least Two)Define respiration, in writing.Compare photosynthesis to respiration using a Venn Diagram.Write a journal entry from the point of view of a green plant.With a partner, create and perform a skit that shows the

differences between photosynthesis and respiration.

Dessert (O p tional)Create a test to assess the teachers knowledge of photosynthesis.


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THINK-TAC-TOE Book Report

Draw a picture of the main

character.

Perform a playthat shows theconclusion of a

story.

Write a songabout one of the

main events.

Write a poemabout two main

events in thestory.

Make a poster that shows the

order of events inthe story.

Dress up as your favorite character

and perform aspeech tellingwho you are.

Create a Venn

diagramcomparing andcontrasting theintroduction to

the closing.

Write two

paragraphsabout the maincharacter.

Write two

paragraphsabout the setting.


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Beginning Intermediate Advanced

Outcome/Objective

Students will determine a topicand will write a five-sentenceparagraph with a main idea,three supporting sentences, anda concluding sentence.

Students will determine atopic, state a point of view,and write two paragraphsdefending that point of view.

Students will determine atopic, state a point of view, andwrite an essay of at least fiveparagraphs that uses multiplesources to defend that point of view.

Instruction/Activity

Students will receive a model of a five-sentence paragraph andexplicit instruction inconstructing the paragraph.

As a prewriting activity, studentswill list their topic and develop alist of at least three things thatsupport their topic.

Students will receive amodel of a persuasive essayand a graphic organizer thatexplains the construction of a persuasive essay.Students will also receiveexplicit instruction in writinga persuasive essay.

As a prewriting activity,students will use the graphicorganizer to plan their writing.

Students will review thegraphic organizer for apersuasive essay. Studentswill be given explicit instructionin locating sources and quotesfor their essays. As aprewriting activity, students willuse the graphic organizer toorganize their essay. Studentswill also compile a list of fivesources that defend their mainpoint.

Assessment Students will be able to write afive-sentence paragraph thatsuccessfully states andsupports a main idea. Theparagraph will meet the criteriaon the state writing rubric.

Students will be able to statea point of view andsuccessfully defend the ideausing two paragraphs thatdefend the point of viewusing main ideas andsupporting details. Theparagraphs will meet thecriteria on the state writingrubric.

Students will be able to write afive-paragraph essay thatstates a point of view, defendsthe point of view, and usesresources to support the pointof view. The essay will meetthe criteria on the state writingrubric.

Tiered Activity Writing a Persuasive Essay4th6th Grade Classroom


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I will read: I will look at and listen to: I will write:

I will draw: I will need:

Heres how I will share what I know:

My question or topic is:

I will finish by this date:

To find out about my question or topic

Learning Contract #1Name _______________________


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Learning Contract #2To demonstrate what I have learned about ____________________, I want to

_ Write a report

_ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model

_ Design a mural

_ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other

This will be a good way to demonstrate understanding of this concept because ______________________________________________________________

To do this project, I will need help with ______________________________________________________________

My Action Plan is________________________________________________

The criteria/rubric which will be used to assess my final product is _________ ______________________________________________________________

My project will be completed by this date _____________________________

Student signature: ________________________________ Date __/__/__ Teacher signature: ________________________________ Date __/__/__


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One Classrooms Journeythrough Action Research


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My Starting Point

Reflections on my teachingMy popular misconceptionMasters Action Research


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Data Drives Action

Student, Parent, Self SurveysCourse of Action:

Build relationships Provide increased choices Offer multiple levels of materials Offer flexible groupings

Use frequent, varied, authentic assessment Provide meaningful assignments Connect new information to existing knowledge


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The Beginning

Iditarod Unit

Differentiated content by use of leveled textsMultiple groupings based on readiness,

interestDifferentiated product by offering studentchoice in demonstrating understanding

Authentic assessment


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My Second AttemptPoetry Center

Use of varied groupingsbased on readiness,interest, and learnersprofiles

Student choice in allassignments

Authentic, performance-based assessment

Opportunities for challenge


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The Second Year Increased use of MultipleGroupings

Stations

Task & Exit cardsMore frequent use of formative assessments

Increased student choice of content, process, andproductIncreased student self-reflection and input onclass. Students had avoice!


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My Research Ends . . . But

Follow-up surveyresultsNext stepsNew SchoolDifferent Systems


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The Journey ContinuesPurposeful teaching of differentiated classroomenvironment

Stations with tiered activitiesbased on readiness

World War II contracts Student choice of content,process, and product

Exit cards

Brain-based research bestpractices


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Today in class, you will be experiencing a concept known as stations. There are 12 differentstations to which you will be traveling. You will work at the stations for approximately 20-minute segments of time enough for you to learn or review some material, practice that

material and then apply what you have learned to your narrative.EXPECTATIONS:My expectations during stations are that you keep your schedule safe and follow it exactly.You must follow all directions within each station in order to receive full credit. Missing workin any station will result in an incomplete/F until it is completed with quality.You must SAVE all of your station work as proof of your effort and turn it in with your schedule. DO NOT LOSE THE SCHEDULE. IT MUST BE ATTACHED TO YOUR WORK!

No one is to leave a station until everyone has completed the work and the checker haschecked. This means that at the start of each session, a checker should be appointed.When time is up, neaten the folder, take any work or papers that you need, and move quicklyand quietly to your next scheduled station.

Centerbar Phoenix LA

Stations


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Sample Exit Cards

Names:Research topic:Directions: Complete the

following sentencestarters.1. Im having the mostsuccess with2. I could use somehelp with

Names:Research Topic:Directions: Complete

these sentence startersregarding your researchtoday.1. I used time welltoday because I

2. I need to do abetter job ofduring thenext research sessionbecause


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In an effort to have as much interaction with your vocabularywords as possible, please choose 10 of the words we have

reviewed from Act One of The Miracle Worker and write the word,the definition, part of speech, and add some artistic way to

represent what it means in your dictionary. Try to choose words

that you are having a more difficult time remembering.

You will be adding to this dictionary as we make our waythrough the vocabulary for The Miracle Worker. Design a uniqueand colorful cover. Your word representations also need to becolored. Take your time. I am not an artist, however, I can do areally neat and careful job in order to be proud of what I hand in.Presentation counts for a lot!!!

Have fun with this. And remember, there is always a method tomy madness! Center

Centerbar Phoenix

Pictionary Dictionary


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On and on . . .

Increased use of formative assessments

Increased use of technology

Increased comfort withdifferentiation strategies

Continued collaborationwith Access Center staff and resources


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Classroom Steps to SuccessData Collection

Creating Classroom Environment

Relationship Building

Explicit Teaching of Skills for a DifferentiatedClassroom

Collegial Support

Administrative Support


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Implementing Differentiated Instruction:

Your District or School

Start with committed staff.

Look for existing resources/infrastructure.

Start with one or two strategies.

Try it and be willing to alter and extend.


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Implementing Differentiated Instruction:

Additional Considerations

Teacher support

Professional development

Adequate planning time


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Where Do I Go From Here?

ResourcesOnline discussion forum:http://www.k8accesscenter.org/discuss

Effective classroom strategies Differentiated instruction

Differentiation Listservs:[email protected]

Collaboration


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Resources (continued)

Assessment: Curriculum-based measurement

www.studentprogress.org

National Center on Accessing the GeneralCurriculum (NCAC):

www.cast.org/ncac/

Access Center:www.k8accesscenter.org

webinar differentiation to post -english speaking course lucknow (cdi)

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