Differentiated Structures Oct 16
- 1. October 16, 2015 Session 1 Brooke Douglas, Chris Loat Lisa Schwartz DIFFERENTIATED INSTRUCTION: CREATING A CLASSROOM FOR SUCCESS
- 3. Learning Intentions • I am more confident in my ability to teach a range of learners. •I know the di structure of process, content & product. • I am taking away one idea I can try.
- 4. Mix and Mingle Instructions: • Walk around to music. • When the music stops, find a partner. • Discuss the question given by teacher. Debrief: • Where’s the di in this activity?
- 5. What are picture sets? •A concept attainment strategy •A set of 4 images that show faces of a big idea related to a curricular area •Support oral language development •A window into where your students are at in terms of the topic being explored (formative assessment tool) •Supports meeting students where they are
- 11. Differentiating Process and Content PS. SOCIAL STUDIES
- 12. Where is the Differentiation? • How does this structure (process) support language learners? • How does this strategy support accessing information (content)? • Use Today’s Meet to record your conversations. https://todaysmeet.com/diffstr
- 16. Big Ideas of Differentiated Instruction • Know your students • Purposeful planning • Flexible teaching • Multiple entry points for learning • Choice and variety in showing what has been learned • Strategic Assessment
- 19. Poetry Activity •Read the poem Mother to Son by Langston Hughes •Discuss the author’s message in the poem •Choose one of the options below to share the message: Tableau (frozen picture/photograph) Video – Tellagami? 30 hands? ShowMe? Graphic organizer- web, fishbone etc. Clay
- 20. Mother to Son By Langston Hughes
- 21. Say Something •How is this differentiated instruction? •What are the pros and cons of this activity? •What elements of this activity can you apply to your own setting?
- 22. Vygotsky’s Zone of Proximal Development
- 23. Making Meaning 1. Student attitudes about self and school 2. Student’s prior understandings 3. How student learns best 4. Student’s interests 5. Student’s beliefs
- 24. Differentiation continued… WHAT ABOUT MATH?
- 26. Say Something • How is this differentiated instruction? • What are the pros and cons of this activity? • What elements of this activity can you apply to your own setting?
- 27. What’s your takeaway? WHAT WILL YOU TRY?
Editor's Notes
- #5: Questions: What’s your differentiation strategy? What are the different types of learners in your classroom?
- #7: A fishing boat pulls in a net full of herring on the Central Coast of B.C.
- #15: Communication competency
- #16: Critical thinking competency
- #18: What is differentiated instruction? Readiness level – students arrive with different prior knowledge, skills, experiences, understandings etc… - differentiating for readiness levels contributes to academic growth Interests – students arrive with different interests - differentiating for interest levels contributes to motivation Learning Profile – how students process info, interact with info, how we take it in, how we think about info - differentiating for learning profile contributes to efficiency of learning (want to provide different ways for students to learn)
- #24: With these five factors, one can see the overlap with the ideas behind DI, which ultimately helps students construct meaning to learn concepts and information.