www.gssd.ca building our future together building our future together presented by: quintin...
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www.gssd.ca
Building Our
FutureTogether
www.gssd.ca
Building Our
FutureTogether
PRESENTED BY:
Quintin Robertson Superintendent of Student Services
And
Tracy HuckellStudent Services Coordinator
Differentiated Instruction
We Belong | We Are Responsible We Nurture | We Respect | We Learn
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Building Our
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Who is our audience and what do they know regarding differentiated instruction?
With no fingers up representing no knowledge of differentiated instruction and 5 fingers representing a deep understanding of DI, what is your current level of understanding?
Fist of Five Pre-Assessment
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Building Our
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Differentiated Instruction is…
First and foremost good instruction
Teachers acknowledging that kids learn in different ways, and responding by adapting their instruction based on student readiness, interests and considering how individual students learn best.
“Children already come to us differentiated. It just makes sense that we would differentiate our
instruction in response to them.”
- Carol Ann Tomlinson
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Building Our
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Teachers providing specific ways for each student to learn as deeply and as quickly as possible, without assuming anyone’s road map for learning is identical to anyone else’s.
“I like this class because there’s something different going on all the time. My other classes are like peanut butter for lunch every single day.
This class, it’s like my teacher really knows how to cook. It’s like she runs a really good restaurant
with a big menu and all.”
7th grader comment on a course evaluation - Carol Ann Tomlinson
Differentiated Instruction is…
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Carol Ann Tomlinson on Differentiated Instruction
http://differentiationcentral.com/videos.html
“Differentiation addresses the needs of struggling and advanced learners, for those whom English is a second language, for students who have strong
learning style preferences, and for cultural differences. Differentiation pays homage to the
fact we are not born to be replicas of one another.”
- Carol Ann Tomlinson
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Building Our
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In a Differentiated Classroom you should see…
Teachers helping students understand the big ideas from the curriculum
Students who can explain what they are doing and why
Students setting goals and reflecting on them
Multiple ways for students to take in and explore ideas
Teachers using assessment to inform their instruction
Multiple ways of students showing what they know
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Key Elements of DI
1. Curriculum Cultivates Meaning
Teachers need to articulate to students what’s essential for all learners to know, understand and be able to do so students are clear on what they will be learning and how it connects to the world around them
Students need the opportunity to connect what they already know with the essentials they are trying to learn
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2. Teachers understand, appreciate, and attend to student differences
Needs of students with less developed readiness
Needs of advanced students
Teachers plan with student learning preferences in mind
Key Elements of DI
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Key Elements of DI
3. Assessment and Instruction are Inseparable
Assessment is today’s means of understanding how to modify tomorrow’s instruction to meet students at their current level of understanding
At benchmark points in learning, such as the end of a chapter or unit, assessment is used formally to record student growth
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Key Elements of DI
4. Teachers and Students Collaborate in Learning
In a differentiated classroom, the teacher is the leader. Like all effective leaders, they attend
closely to their followers and involve them in the journey.
Classrooms are student centered…the students are the workers and the teacher coordinates time, space, materials, and activities
Students are frequently guided in making interested based learning choices
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Key Elements of DI
5. Teachers and Students work together flexibly
Flexible materials
Pacing
Groupings
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Key Elements of DI
6. Tasks that are Moderately Challenging
Learning tasks must be adjusted to each student’s appropriate learning
zone
Readiness level
Risks of too difficult vs. too easy
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Think Pair Share
Turn to a partner (or two) and take a minute to discuss how differentiating instruction would benefit one of your
children based on what you’ve learned so far
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Differentiated Instruction Visual
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Grade 1 Science Lesson Example
Students working in groups practicing the concepts of classifying:
Some groups are classifying actual objects and other groups may be sorting picture cards that bear the object’s name to support early readers excited about their newly evolving skill
The teacher is differentiating through the use of varied materials and through different instructions based on the readiness of each group
This supports early readers in using their newly learned skills and when the groups share their work, non-readers will encounter examples of the object-word connection which is essential to learning to read
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Grade 4 Proofreading Center Example
Students refine their ability to detect and correct errors in punctuation, spelling and sentence structure at this center
The teacher provides written messages, often humorous, from characters in stories they are reading, people in current events, sports heroes, and other topics to engage students and appeal to their interests
The teacher varies the degree and types of errors depending on which students will be called to edit the writing piece
Students also leave their own writing in an ‘inbox’ so peers can help them polish their drafts. The teacher often asks particular students to edit certain papers based on the writer’s needs and the reviewer’s interest and proficiency in providing meaningful feedback
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Grade 10 French Example
Practicing the Formation of Past-tense verbs
Lesson is differentiated based on readiness and degree of complexity:
One group of students may be working on pattern drills where much of the French sentence is provided and they have to supply the correct form of the past-tense French verb
A more proficient group has a similar activity but they encounter a greater number and complexity of missing words including a few irregular verbs
Yet another group may have the same sentences as the previous group, but the sentences are in English and they must translate them to French
A task that one group completes today may become the homework for a less-advanced group in the near future
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Building Our
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Grade 8 Physical Education Example
Sometimes the whole class plays a game of volleyball; other times the teacher splits the class
in half:
On one half of the gym, the teacher organizes volleyball game and has students who enjoy a leadership role refereeing
On the other half of the gym, he assembles groups of students needing work on a common skills such as setting, spiking, or receiving
Student in the groups for direct instruction vary often and widely. This allows the teacher to address student readiness and support students in mastery of skills.
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Building Our
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3 2 1 Formative Assessment
1. 3 New things you learned about DI:
2. 2 Things you still want to know:
3. 1 Clarifying Question:
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Thank You
Thank you for joining us tonight to learn more about Differentiated Instruction
This presentation and other resources/links on Differentiating Instruction can be found
on our Student Services blog at:
http://www.blogs.gssd.ca/studentservices/