Differentiating instruction by interest
- 1. Session Agenda 1) Something about you 2) Differentiating instruction by interest 3) Time with your PLC to apply a DI strategy
- 2. What is your subject area? 1. Math/Science 12% 12% 12% 12% 12% 12% 12% 12% 2. Applied Arts 3. Physical Welfare 4. Global Studies 5. Fine Arts 6. Special Education 7. Language Arts ts rts n rts es ce n re io Ar t io fa di en A A at ca el tu ne d ge tr ci lie W lS 8. Administration du is S Fi ua in h/ pp al ba lE 5. ng at dm ic A lo ia M ys La 2. G A ec 1. Ph 4. 7. 8. Sp 3. 6.
- 3. Aside from teaching, which other occupation would you most prefer? 1. Artist 12% 12% 12% 12% 12% 12% 12% 12% 2. Engineer 3. Lawyer 4. Performing artist 5. Writer 6. Builder ts rts n rts es ce n re io Ar t io fa di en A A at ca el tu ne d ge tr ci lie W lS du is S Fi ua in h/ pp al ba lE 5. ng at dm ic A lo ia M ys La 2. G A ec 1. Ph 4. 7. 8. Sp 3. 6.
- 4. Based on your experience with differentiation, how would you describe your current comfort level? 25% 25% 25% 25% 1. I should be running this workshop! 2. I have had some recent success in the classroom with differentiation. 3. I have some ideas but have not implemented them in the class. .. .. .. .. l. . a. e. re le Ih al 4. I still have not taken the first step a be w am d no ee ay Ik hy In Im W as it is A LOT to consider. 1. 2. 3. 4.
- 5. Differentiating Instruction by Interest Why should teachers care what students are interested in? Students who are interested in the learning process likely learn more and faster.
- 6. Explain Purpose of DI by Interest People learn best when what they learn is personally meaningful to them and they can learn in their own way, have choices and feel in control. “Powerful Learning” –Ron Brandt
- 7. Remember the KUD from this morning? KNOW UNDERSTAND DO -Instructional Understand that Create a lesson or activity based on students who are reinvent an student interest. interested in the existing lesson -Different tools learning process that incorporates to obtain student likely learn more student interests. interest and faster. Apply the RAFT information teaching strategy.
- 8. We differentiate for INTEREST when we: • Provide materials to encourage further exploration of topics of interest. • Use student questions and topics to guide lectures, materials selection, examples, illustrations • Encourage students to design and participate in the design of some tasks • Vary the topics and activities we use related to unit content
- 9. When Should I Differentiate for Student Interest? • Differentiate for interest when it makes sense to do so. Not all aspects of the curriculum are suited to differentiation for interest. –Beginning of year –Beginning of a unit
- 10. Evaluate: When to use DI for Interest? • Is this a good point in the unit to differentiate based on student interest? • Which student information would be relevant or helpful? (general interest or content?) • How am I going to collect this information? • How will the interest information be incorporated into the differentiated lesson?
- 11. How do I discover their interests? Individual Interest vs. Content Interest Tools Survey Pie Chart Ranking
- 12. Pre-assessment for interest sample Questions for a general interest survey 1. My favorite subject last year was… 11. In the summer, I … 2. I think that this year, my favorite subject 12. Where I would most like to go on will be… vacation… 3. Of all the topics we studied last year in all 13. What I want to be when I grow up… my subjects, my absolute favorite was… 14. What I want to do after high school… 4. Last year, I really did NOT like learning 15. What I would study at college… about… 16. The last book I read was… 5. My favorite time of year is…, because… 17. When I have quiet time, I like to think 6. My favorite animal is… about… 7. This is what I usually do after school….. 18. The last movie I saw was… 8. I would like to get better at… 19. When I am with my friends, I like to… 9. I am pretty good at… 20. Instruments I play… 10. I could help you teach about…
- 13. Collecting individual interests • Softball, running, guitar, football, Individual Interests wars, music, video games, • Collect formal/informal data wrestling, basketball, soccer, traveling, reading, learning about on students other languages/cultures, lacrosse, passions, hobbies, activities archery, volunteering, writing, cooking, organizing, college • Use an interest survey football, violin, juggling, unicycling, • http://www.gifted.uconn.ed (hands on), horses, softball, swimming, fishing, hunting, choir, u/siegle/CurriculumCompac grammar, photography, piano, ting/SEC-IMAG/ialsecon.pdf ukulele, board games, technology, theater, radio, MMA, boxing, tennis, movies, scrapbooking, getting people to laugh, hiking, cheerleading, programming, frisbee, baseball, golf, snowball, pole vaulting, drawing, flute, gymnastics, baking
- 14. Fill in the pie chart to represent you as a person.
- 15. How do I discover their interests? Individual Interest vs. Content Interest Tools Survey Pie Chart Ranking
- 16. Differentiating for interest within a unit of study. What Do You Want To Learn About Rome? These are the topics we will be studying in our unit on Ancient Rome. We want to know what you want to learn about. Number your choices from 1-7. Make sure that 1 is your favorite and 7 is your least favorite. _____geography _____government (laws) _____agriculture (foods they grew) _____architecture (buildings) _____music and art _____religion and sports _____roles of men, women, and children
- 18. Now that I know their interest what do I do with it? 1) Entry points - to introduce a lesson/ unit. 2) RAFT – to build into a unit.
- 19. The Five Entry Points of Howard Gardner In order to make a students early experiences with a topic more engaging and motivating, students are offered a variety of ways to “enter into” the study.
- 20. Howard Gardner's multiple intelligences • Aesthetic – learners respond to work of art with senses. • Narrative – read or tell a story behind the topic which may include sequential details. • Logical – provide data, statistics, cause & effect or use deductive reasoning. • Foundational – learners respond to broader philosophical concepts or big life questions. • Experimental – a hands on approach through which learners respond.
- 21. These entry points respond primarily to learning profile and interest. Logical or Quantitative Aesthetic Narrative Topic Of Study Foundational Experimental
- 22. Example - Poverty Know Understand Do 80% of the world lives in The developing world lacks Compare and contrast your the developing world. basic necessities that are life in the developed world necessary for an with that of someone in acceptable standard of the developing world. living.
- 23. Raft Example (to build into a unit)
- 24. RAFT = is a creative, fun strategy that encourages students to 1) assume a role 2) consider their audience, 3) work in a particular format 4) examine a topic from their chosen perspective Motivating because it gives students choice, appeals to their interests and learning profiles, and can be adapted to student readiness levels.
- 25. RAFT Example – Bangladesh Textile Industry Know Understand Do Perspective of the Understand the story Role play a scenario workers, Bangladeshi behind the clothing featuring some of the government and labels first examined in main groups involved in garment multinationals class. this garment export industry.
- 26. Role Audience Format Topic Criteria -Reflect the garment 1) Lawyer Client(s) Interviewing the Working conditions workers concerns specializing in (garment garment workers at the factories with status quo. labor issues workers) for possible trial -Brainstorm options for a possible course of action. -Reflect the mindset 2) Reporter Worker family Interview in Why we moved from of a villager who family one roomed the village to the opts to move near lodging for a export zone slum the factory. documentary. - Present questions that a younger child might have for the parent. -Reflect the PM’s 3) Bangladeshi Multinational Business meeting Why Bangladesh is priorities Prime Minister Garment the place to locate -Demonstrate the Corporations their manufacturing possible positions CEO’s operations held by the multinationals. -Review layout of 4) Engineer Bangladeshi Phone Call Safety inspection export zone. Prime Minister concerns -Reflect the Bangladeshi PM’s priorities.
- 27. Possible RAFT Formats Role Audience Format Topic Criteria Artist Matches up Advertisement Ties into Engineer with the role Advice column the KUD Writer Application and the Actor Cartoon role. Forest Commercial Ranger Editorial Essay Botanist Eulogy Builder Interview Editor Resume Poet Review Skit Slogan Yearbook Debate Will Telegram Pamphlet News Story Invitation Facebook Tweet
- 28. Aside from teaching, which other occupation would you most prefer? 1. Artist 12% 12% 12% 12% 12% 12% 12% 12% 2. Engineer 3. Lawyer 4. Performing artist 5. Writer 6. Builder ts rts n rts es ce n re io Ar t io fa di en A A at ca el tu ne d ge tr ci lie W lS du is S Fi ua in h/ pp al ba lE 5. ng at dm ic A lo ia M ys La 2. G A ec 1. Ph 4. 7. 8. Sp 3. 6.
- 29. On your own- RAFT application 1) Meet with your subject area 2) Pick a current or upcoming lesson you will be teaching 3) Use the provided RAFT template to fill in the KUD first 4) Fill in the Role, Audience, Format, and Topic sections 5) Share and debrief with the group
- 30. What is your comfort level with DI by interest? 1. Very comfortable 25% 25% 25% 25% 2. Comfortable 3. I have some questions 4. I have only just begun ... .. . le r .. e. ly b fo m rta on m so fo co e av om e av ry Ih C Ih Ve 2. 4. 3. 1.
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