Planning for differentiated instruction
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This document discusses strategies for differentiated instruction including scaffolding instruction, activating prior knowledge, modeling processes, using graphic organizers, pre-teaching vocabulary, providing feedback, and varying text inputs. It provides examples of scaffolding strategies, leveled readers, adapting textbooks, audiotapes, videos, paragraph frames, and unit menus. The goal is to identify and remove student barriers to access content by providing just enough support for students to demonstrate independence through differentiated instructional supports and gradually removing scaffolds.
Planning for differentiated instruction
- 2. Senate Bill 1 “Meet Standards not Standardization”
- 3. Think Access to the Content •What are the student barriers and what can I do to remove those?
- 5. Let’s Make Connections? RI 3.2 RI 3.9
- 8. • Instructional Supports Providing just enough support so a student can do something that would otherwise be too difficult • Think Zone of Proximal Development • Scaffolding must be gradually removed so student can eventually demonstrate independence Scaffolding Instruction
- 9. Scaffolding Strategies • Activate prior knowledge • Showing examples • Modeling process • Graphic organizers • Preteaching vocabulary • Questioning • Providing feedback
- 10. 2/24/2015
- 12. Varied Text/Input • Leveled Readers/range of lexiles • Adapting Textbooks – Laminated book – Substitute headings with questions – Eliminate unnecessary info • Audiotapes/Podcasts/Videos
- 14. I believe ________________________ is the best season. Reason #1 Reason #2
- 15. I believe ___________________________ ____________________________________. I think this because_____________________ ____________________________________. Also, ________________________________ ____________________________________. All in all, _____________________________ ____________________________________.
- 16. Paragraph Frame for Opinion Writing • I like ______________ because ______________. The first reason I like ____________ is because ____________. The second reason I like ____________ is because ______________. In conclusion, I feel that ________________ is the best due to the fact _____________.
- 18. Unit Menu
- 19. Let’s Look at a Activity • With your partner, look at the activity. • How would you differentiate for students below reading level? • How might you differentiate for students who have difficulty with comprehension?
- 20. lisa@cksec.org
Editor's Notes
- #3: Respond to this statement.
- #5: 3.2 3.9 Using inside out method from Wiggins and Mctighe
- #6: Using standards placemat, highlight other standards that connect to these. RL1, RL2, W2 or W1, W7, SL1, SL2, SL4, L2, L 4
- #7: Handout T chart Where am I going? Look at your target…..what are the barriers your students will have? Generate a list of content barriers, then look at student barriers Handout student profile
- #11: Please refer to handout 2. Let’s look at the definition and example of each of these. (Paraphrase slide.)
- #13: New ELA