Differentiated instruction 1 11-10
- 1. The First Step in Designing Differentiated Curriculum is...FOCUS!Learning Goals:KnowUnderstandBe Able to Do
- 2. When Differentiating Instruction, the Three Most Important Questions to Continually Ask…What do I want my students to know, understand and be able to do?What will I do instructionally to get my students to learn this?How will my students show what they know?
- 3. KnowThese are the facts, vocabulary, dates, places, names, and examples you want students to give you.The know is massively forgettable.Facts:Columbus came to the “New World” Vocabulary-voyage, scurvy“Teaching facts in isolation is like trying to pump water uphill.”-Carol Tomlinson
- 4. Examples: KnowFacts, Vocabulary, DefinitionsThere are 50 states in the United States
- 5. George Washington was the first president
- 6. 1812
- 7. The words to the Star Spangled Banner
- 8. The multiplications tablesUnderstandMajor Concepts and Sub-conceptsThese are the written statements of truth, the core to the meaning(s) of the lesson or unit. These are what connect the parts of a subject to the student’s life and to other subjects.It is through the understanding component of instruction that we teach our student to truly grasp the “point” of the lesson or the experience.Understandings are purposeful. They focus on the key ideas that require students to understand information and make connections while evaluating the relationships that exist within the understanding.
- 9. Understanding:Essential truths that give meaning to the topicBegin with what I want students to understandExamples: Multiplication is another way to do additionPeople migrate to meet basic needsAll culture contains the same elementsIndividual parts work together as a whole to create a systemVoice reflects the author’s personality
- 10. A student who understands something can…Explain it clearly, giving examplesUse itCompare and contrast it with other conceptsRelate it to other instances in subject studies, other subjects, and personal life experiencesTransfer to unfamiliar settingsDiscover the concept embedded within a novel projectCombine it appropriately with other understandingsPose new problems that exemplify or embody the conceptCreate analogies, models, metaphors, symbols, or pictures of the conceptPose and answer “what if” questions that alter variables in a problematic situationGenerate questions and hypotheses that lead to new knowledge and further inquiriesGeneralize from specifics to form a conceptUse the knowledge to appropriately assess his or her performance, or that of someone else.
- 11. Able to Do SkillsBasic skills of any disciplineThinking skillsSocial SkillsSkills of planning, independent learning, etc. VerbsThe skill portion encourages the students to “think” like the professionals who use the knowledge and skill daily as a matter of how they do business. This is what it mean to “be like” a doctor, a scientist, a writer, or an artist.
- 12. DoWrite a unified paragraphCompare and contrastDraw conclusionsExamine varied perspectivesWork collaborativelyDevelop a timelineUse maps as data