DI is an entire teaching philosophy grounded in knowing students and responding to their needs..

Transcription

1 DI is an entire teaching philosophy grounded in knowing students and responding to their needs..

2 RICK WORMELI Doing what s fair for students. It s a collection of best practices strategically employed to maximize students learning at every turn giving them the tools to handle anything that comes their way. Different things for different students Our students do NOT fit in a one size fits all model.

3 Teachers differentiate: Strategies for delivering content Multiple ways of representing content Content Process Strategies for engaging learning and solidifying understanding The means by which students will communicate learning and understanding Product

4 According to the students: Readiness Interest Learning Profile

5 As teachers, our goal is to make the curriculum accessible to all students. Differentiation makes this possible. But before we can begin to differentiate, we must come to know our students.

6 THE KNOWS OF DIFFERENTIATING INSTRUCTION Know your students Know yourself Know your stuff

7 Know your students: Readiness: Discovering what your students already know before beginning a unit of study. Can be accomplished through the use of preassessments. Interest: The use of interest inventories Learning Profile: Learning Style inventories, multiple intelligence checklists, hemispheric dominance, etc.

8 READINESS Readiness is a student s entry point relative to a particular understanding or skill. ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 11

9 Assessment is today s means of understanding how to modify tomorrow s instruction. Carol Tomlinson

10 PRE-ASSESS BEFORE PLANNING THE LESSON

11 Preassessment... provides data to determine options for students helps determine differences before planning identifies starting points for instruction identifies learning gaps makes efficient use of instructional time

12 WHAT CAN BE ASSESSED? READINESS INTEREST LEARNING PROFILE Skills Concepts Content Knowledge Interest Surveys Interest Centers Self-Selection Areas of Strength & Weakness Work Preferences Self Awareness

13 Designing a Pre-assessment for Readiness 1. What do I know about my students now? 2. What is the nature and content of the final assessment for this unit or period of time? 3. What don t I know about the content knowledge, the critical thinking, and the process or skill demonstration of my students? Gregory, G.H. and Kuzmich, L. (2004). Data driven differentiation in the standards-based classroom. Thousand Oaks, CA: Corwin Press.

14 Pre Assessment can be informal!

15 Burns and Purcell, 2002

16 Preassessment Tool: A Modified K-W-L K N W What the student ALREADY KNOWS -Prior Experiences -Knowledge -Skills -Accomplishments -Attitudes What the student NEEDS TO KNOW -Self-rating of current proficiency with unit objectives -Teaching style preference What the student WANTS TO KNOW -Interests -Questions -Ideas for exploration or investigation Burns and Purcell,

17 Burns and Purcell, 2002

18 Preassessment Tool: Lists and Surveys Tell me all the words that come to mind when I say oceanography; List the attributes of French Impressionistic paintings; Name several types of land masses; Give examples of foods that contain high fats and sugars. Burns and Purcell,

19 Preassessment Tool: Journals As it relates to a curriculum objective, ask students to: describe processes give examples provide reflections Take the opportunity for a one-to-one interchange with the student Tell me what you know about fractions. What is the purpose of a hero in a story? Burns and Purcell,

20 Burns and Purcell,

21 Preassessment Tool: Products Create a bar graph using data from the sports section of the newspaper Make a landscape drawing with a horizon Show me your latest science lab report Burns and Purcell,

22 Preassessment Tool: Performances or Conferences Explain how you found this answer Import a graphic for the newspaper Create a magic square Use a calculator to solve an equation Read to me Burns and Purcell,

23 Preassessment Tool: Concept Map -Used when teaching concepts and principles -Graphic representation of students understandings -Uses a word bank, web, and links day see in sun see at night is a Star makes a constellation is in has heat space makes hot gas Word Bank Sun Hot gas Space Heat Night Constellation Day Burns and Purcell,

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25 Preassessment Tool: Parent Letter Informs parents about unit skills, concepts, and types of unit activities Enlists parents help with resources, artifacts, community connections, etc. Asks for parents insights into their child s interests, strengths, and experiences Informs parents that you will be giving differentiated homework assignments Burns and Purcell,

26 Example of pre-assessment for readiness Knowledge Rating Chart 1. I ve never heard of this before 2. I ve heard of this, but am not sure how it works 3. I know about this and how to use it Direct object Direct object pronoun Indirect object Indirect object pronoun Object of a preposition Adjective Interrogative adjective

27 EXIT/ENTRY CARD GROUPINGS Group 2 Students with some Group 1 Students who are struggling with the concept or skill understanding of concept or skill Group 3 Students who understand the concept or skill Readiness Groups

28 Selecting a Preassessment Tool Nature of the content? Nature of the feedback: individual vs small group vs whole group Time/Efficiency? Burns and Purcell,

29 WHAT CAN BE ASSESSED? READINESS INTEREST LEARNING PROFILE Skills Concepts Content Knowledge Interest Surveys Interest Centers Self-Selection Areas of Strength and Weakness Work Preferences Self Awareness

30 INTEREST Interest and Choice are 2 KEY factors that lead to student engagement. Use of informal inventories, and other teacher created inventories can provide important information regarding student interest.

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35 WHAT CAN BE ASSESSED? READINESS INTEREST LEARNING PROFILE Skills Concepts Content Knowledge Interest Surveys Interest Centers Self-Selection Areas of Strength and Weakness Work Preferences Self Awareness

36 LEARNING PROFILE Learning profile refers to ways in which we learn best as individuals. Each of us knows some ways of learning that are quite effective for us, and others that slow us down or make learning feel awkward.... The goals of learning-profile differentiation are to help individual learners understand modes of learning that work best for them, and to offer those options so that each learner finds a good learning fit in the classroom. ~ Carol Ann Tomlinson, 2001 How to Differentiate Instruction in Mixed-ability Classrooms, p. 60

37 LEARNING PROFILE INCLUDES: Learning Style Preferences Modality Hemispheric Dominance Intelligence Preferences Multiple Intelligence Culture-Influenced Preferences Gender-Based Preferences

38 NINE Multiple Intelligences or SMARTS

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40 We tend to TEACH how we LEARN Activity.. What is your hemispheric dominance? What is your preferred learning modality? What is your Multiple Intelligence profile? Do your cultural Norms influence your learning?

41 Brain research confirms that both sides of the brain are involved in nearly every human activity left side of the brain is the seat of language and processes in a logical and sequential order. The right side is more visual and processes intuitively, holistically, and randomly. Most people seem to have a dominant side. A key word is that our dominance is a preference, not an absolute. When learning is new, difficult, or stressful we PREFER to learn in a certain way.

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43 STRATEGIES FOR LEARNING PROFILE PREFERENCES Vary teacher presentation (auditory, visual, kinesthetic) Vary student mode of expression (Gardner s Multiple Intelligences) Working choice arrangements Multiple modes of assessment Varied approaches to organizing ideas and information

44 THE EQUALIZER (CAROL ANN TOMLINSON) FOUNDATIONAL TRANSFORMATIONAL CONCRETE ABSTRACT SIMPLE COMPLEX SINGLE FACET/FACT MULTI-FACETED/FACTS SMALLER LEAP GREATER LEAP MORE STRUCTURED MORE OPEN CLEARLY DEFINED FUZZY PROBLEMS LESS INDEPENDENCE GREATER INDEPENDENCE SLOWER QUICKER

45 By Knowing your students: Readiness Interests Learning Profile You set yourself up to be able to differentiate their learning to improve achievement and outcomes!

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47 UP AND STRETCH EK