Week 4 lesson pacing (final)
Download as PPT, PDF2 likes802 views
This document provides information and guidance about differentiated instruction. It discusses identifying students' learning styles and intelligences, and using that information to differentiate instruction through various teaching methods, activities, and assessments. Specific examples are given of differentiating content, process, and product based on factors like learning style, interest, ability level, and intelligence. Teachers are encouraged to develop lessons and choice boards that address different learners and provide multiple options.
Week 4 lesson pacing (final)
- 1. WELCOME TOCYCLE 1 CLUSTER WEEK 4, YEAR 2 EFFECTIVE LESSON PACING
- 2. BELL RINGER On your post it, write the two best reasons for getting to know your students. Discuss the question, “If the real world does not care what a person is interested in, or how or why a person learns, why should we care?”
- 3. TEACHER FEATURE: LINDA AND KENT EDMODO WITH THEIR STUDENTS Student Interest s n ce a elev R
- 4. SCHOOL-WIDE GOAL 2012-13 • By May 2013, student achievement will increase on the English 10 ECA as follows: • Pass from 73% - 76% • Pass + from 3.3% to 6% • Progress will be monitored by periodic STI formative assessments.
- 5. YEARLY CLUSTER GOAL • By May, 2013, all students will improve performance on the English 10 ECA state test by at least 5% on reading comprehension.
- 6. CLUSTER CYCLE GOAL • By the end of Cluster Cycle 1, teachers will improve on specific indicators which were identified as "less than proficient" on the TAP Rubric during the 2011- 12 school year and will make connections among the domains measured by observation, IGP's, and the teacher's instructional plan.
- 8. IDENTIFY Knowing your students may be the most important part of differentiated instruction...if you don't know the important aspects of their learning needs and abilities, then determining effective instructional strategies is nearly impossible. Teachers should take into account characteristics of their students when determining strategies to use, such a various learning styles; ways in which students process information; and use of multiple intelligence theory Howard Gardner
- 9. IDENTIFY • Gardner’s research has shown that human cognitive ability is pluralistic rather than unitary and that learners of any subject will make greater progress if they have the opportunity to use their areas of strength to master the necessary material. • There are a multitude of ways to determine your students “learning style” or “type of intelligence” • Here are some examples….
- 10. LEARN/OBTAIN I DO There are many ways to address differentiation. Let’s focus on two: 1. Within the lesson itself, addressing: • Learning Styles: Visual, Auditory, and Kinesthetic • Multiple Intelligences, MI 2. Through the things that I ask the students to do: ANCHOR ACTIVITIES
- 11. I Do Non- Differentiated Teach, Model We all do Lesson the same We Do thing! Guided Practice You Do Product Evaluation
- 12. I Do Differentiated Differentiated Evaluation Evaluation based on Teach, Model preferred learning style Ex. Student A takes We a written test. Do Student B completes Guided an Oral Test Practice Student C completes a project You Do Product Evaluation Evaluation Evaluation
- 13. I Do Differentiated Differentiated Product by Interest Teach, Model We Do Guided Practice Sports Music Art Role Play Product Product Product Product Evaluation
- 14. Differentiated I Do Differentiated Process and by Learning Product Teach, Model Difficulties We We We Do Do Do Differentiated Differentiated Differentiated Group Group Group Practice Practice Practice You Do You Do You Do Evaluation Evaluation Evaluation
- 15. Differentiated Differentiated I Do by Learning Process and Product Style Teach We We We Do Do Do Visual Auditory Kinesthetic You Do You Do You Do poster, written teaching partner, game, skit, simulation, instructions, puzzle, oral presentation, lab, manipulatives, concept map group discussion geoboards Evaluation
- 16. Differentiated Content, Process, Product I Do I Do I Do Teach, Model Teach, Model Teach, Model We We We Do Do Do Guided Guided Guided Practice Practice Practice You Do You Do You Do Product Product Product
- 17. Identify 5 Objective BMIT. C.A. 3.2.2. Apply Word Bell-Ringer: What kinds of things might you Processing Formatting Skills expect to find in a typical announcement? BMIT. C.A. 3.2.1. Apply Word- Review terms: Processing Skills by creating a variety Font, bold, italic, clipart of business and technical documents I Do 30 Model entering text, changing fonts, bold, italic, underling, center, capitalize Model inserting and formatting clipart, using undo and redo. Model using spell as you go spell checker and saving to the proper location We Do *** You Do 10 Complete each I Do on your own practice Begin In the Lab #1 on their own. announcement after I model each one (You can work with a neighbor if you Some will finish it today, they will begin need more help I will also help after ITL#2 Model is finished) Some will not get to ITL#2 today. Provide assistance tomorrow to those students. Evaluate 5 Choose from any of the options on the Choice Board so I am choosing to differentiate for my students through evaluation like we described on slide 12.
- 18. LEARN/OBTAIN I DO Second Focus: 1.Through the things that I ask the students to do (anchor activities) • My Sample Choice Board for Computer Apps.
- 19. WE DO • Develop a lesson plan that addresses auditory, kinesthetic, and visual learners; use any of the formats described. OR • Create a lesson or unit choice board with activities tailored to the various intelligences and learning styles.
- 20. YOU DO Implement the lesson or choice board when appropriate in you class.
- 21. EVALUATE • Submit a copy of the lesson or choice board. Share your material with others who might find it useful.