“whatever it takes” differentiated instruction feb 2010 dawn holden instructional services,...
TRANSCRIPT
“WHATEVER IT TAKES”DIFFERENTIATED INSTRUCTION
Feb 2010Dawn HoldenInstructional Services, Langley School District
SHAPE OF THE SESSION
• Why differentiate?• What differentiation is and is not
• What and how do you differentiate?• Explore the WIKI•Planning a DI lesson - Introduction
GETTING READY TO GO…Windshield Check:
What do you know about differentiated instruction?
Clear
Buggy
Muddy
Walk and Talk
“ Human beings differ with their gifts and their talents. To teach them, you have to start where they are”
- Yuenzheng, Chinese Treatise 4th Century BC
WHY DIFFERENTIATE?
WHAT DIFFERENTIATION IS AND IS NOT
DIFFERENTIATED INSTRUCTION IS…
• A way of thinking about teaching and learning
• Teachers reacting responsively to each learner’s needs
• A way of addressing the needs of academically diverse learners in increasingly diverse classrooms
Principles of Differentiation
Welcoming and Safe Environment
High Quality Curriculum
Ongoing Assessment
Differentiation is not…
A set of tools or strategies but a philosophy that a teacher embraces to reach the unique needs of every learner
Gregory/Chapman, Differentiated Instruction
Differentiation is not
An add on to an administrator’s or teacher’s already overflowing plate
A set of individualized lesson plans
DIFFERENTIATION IS…
responsive teaching rather than one-size-fits-all teaching.
What do you differentiate?
Content Process Product
Depending on
Interest Readiness Learning Style
Content
Multiple levels of reading material Varying topics for research Independent study options Compacting the curriculum
Process
Flexible groupings Literature Circles Journal Prompts Graphic Organizers Use of technology Homework options
Product
Product options that respond to varied interests/learning styles
Varied timelines or check in points Varied criteria for success
Interest
Passions Hobbies Music Choice of friends Extra- curricular activities
Readiness
Attitude toward school, subject or topic Knowledge, understanding and skill Misunderstandings Sophisticated use of vocabulary Insightful connections between topics General communication, thinking,
reasoning skills
Learning Profile
1. Learning styles2. Intelligence preferences3. Environmental preferences4. Gender or cultural preferences5. Group orientation
Proactive vs Reactive Differentiation
Reactive - Volleyball analogy
Proactive - chess game analogy
Remember
When you do decide to differentiate, you provide students with a limited range of choices that can broaden as they and you discover more about what works for them as learners.
LEARNING COMMUNITY QUESTIONS
1. What do we expect students to learn?
2. How will we know if students have learned it?
3. What will we do if students have not learned it?
QUESTIONS?
Windshield check
Where are you in your understanding of differentiated instruction?
Clear
Buggy
Muddy
RESOURCES
DILangley wiki: http://dilangley.wikispaces.com/“ Start Where They Are” Hume“Differentiated Instructional Strategies” Gregory/Chapman“The Differentiated Classroom” Tomlinson“Whatever it Takes” DuFour