IFL differentiation

DifferentiatedInstruction: 

DifferentiatedInstruction An Overview Institutes for Learning District 75 September 2006 ? ? ? ?

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What is a differentiated curriculum? Engaging Instructional Protocols Exploring Differentiated Instruction Group Activity Debriefing and Closure FLOW OF THE SESSION

Differentiated Instruction: Anticipation Guide: 

Differentiated Instruction: Anticipation Guide

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How We Teach Makes A Difference! Z Z Z Z Z Z Z Z Z

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Research Brain Research confirms what experienced teachers have always known: No two children are alike. No two children learn in the same identical way. An enriched environment for one student is not necessarily enriched for another. In the classroom, children should be taught to think for themselves. Marian Diamonds: Professor of Neuroanatomy at Berkeley http://www.ascd.org/cms/objectlib/ascdframeset/index.cfm?publication=http://www.ascd.org/publications/ed_lead/199811/darcangelo.html

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In fact, when a teacher tries to teach something to the entire class at the same time, chances are . . . one-third of the kids already know it; one-third will get it; and the remaining third won’t. Lillian Katz So two-thirds of the children are wasting their time.

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Individual differences have intrigued and challenged educators for centuries. On the one hand, the understanding and application of this concept motivates our profession. On the other hand, practical responses to individual differences have almost entirely eluded us. Pat Burke Guild and Stephen Garger, Marching to Different Drummers (ASCD, 1998, p. 2)

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Differentiate Differentiate (Verb) To: “mark as different, a distinctive feature or attribute or characteristic; become different during development; develop in a way most suited to the environment; become distinct and acquire a different character.”

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What is a differentiated curriculum? Differentiated Curriculum refers to teaching that is adapted to take into account the individual differences and needs of students in any one classroom. It comprises modifications to the curriculum, teaching structures, and teaching practices in combination to ensure that instruction is relevant, flexible and responsive, leading to successful achievement and the development of students as self-regulated learners. (van Kraayenoord, 1997)

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Differentiated Instruction is . . . proactive qualitative rooted in assessment one that provides multiple approaches student centered a blend of whole-class, group and individual instruction environmental

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So why are we here today? You are already doing this is your classroom to varying degrees. This workshop activity is about exploring what theorists have to say and sharing what you already know. Everyone’s contributions are valuable. Take the time to get the most out of the professional sharing of practical strategies and ideas. Our collective experience and knowledge is AWESOME!

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Protocols Power Notes/Power Mapping Pattern Puzzle Anticipation Guide Selective Underlining/Highlighting Pop Corn Share

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Power 1: Main Idea Power 2: Detail or support for power 1 Power 3: Detail or support for power 2 Power 4: Detail or support for Power 1: Animals Power 2: Dog Power 3: Collie Power 3: Retriever Power 2: Cat Power 3: Siamese Power 3: Calico

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DIFFERENTIATED INSTRUCTION INFORMAL AND FORMAL ASSESSMENTS 1 2 2 2 2 3 3 3 3

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Now it’s your turn! In your group – Choose one of the professional articles focusing on differentiated instruction Based upon your reading, complete each column of the the thinking map provided by reflecting on these questions: What is Differentiated Instruction? (Definition and examples from readings) What are the essential elements of differentiated instruction? Cite evidence from the reading of practical examples for all levels of school. (20 minutes) Pop-Corn Share Synthesis Statement

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CONTENT PROCESS PRODUCT ENVIRONMENT DIFFERENTIATED INSTRUCTION INFORMAL AND FORMAL ASSESSMENTS 1 2 2 2 2 3 3 3 3

Content: 

Content Content of curriculum comprises: Ideas Concepts Information presented to students Content can be made: More complex More varied Organized differently

Process: 

Process Process is the way in which the content is presented to students: Questioning Activities Process can be differentiated by: Modifying the level of thinking (i.e., Bloom’s) Changing the pace Changing the approach

Product: 

Product Product is: What the students produce NOT a summation of content Should involve: Varied levels of reasoning skills Retelling Comprehending Applying Analyzing Evaluating Creating

Learning Environment: 

Learning Environment The teacher’s job, then, is to prepare an environment that will stimulate and challenge children to want to learn worthwhile things.” Susan Ohanian, One Size Fits Few, 1999 “In short, an organized and well-designed classroom enables the teacher to observe, support, and meet the learning needs of each child.” Fountas and Pinnell, 1996

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or·gan·ize, n. 1. To arrange or place according to a system 2. To bring into being by working out the details.What needs to be organized? Environment Space Routines/management Instruction: the “what” and the “how” Assessment/record keeping

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So What’s the BIG IDEA about DIFFERENTIATED INSTRUCTION? Synthesis Statement

GETTING STARTED – START small: 

GETTING STARTED – START small Use assessment tools to establish an entry point for one student. Use evaluation tools to document several students’ academic progress. Make one instructional accommodation for one or two students. Tier one lesson for one subgroup of learners. Compact one curricular concept for one student. Provide anchor activities for one group of 4 students for 20 minutes.

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Differentiated Instruction: Anticipation Guide

DifferentiatedInstruction: 

DifferentiatedInstruction An Overview Institutes for Learning District 75 September 2006 Process Content Product Environment ASSESSMENTS ASSESSMENTS ASSESSMENTS ASSESSMENTS ASSESSMENTS