Differentiated Instruction

Slideshow Transcript

1. Slide 1: Great Minds Don’t Think Alike! Differentiated Instruction in Plain English Glenn Wiebe glennw@essdack.org ©2008
2. Slide 2: 75 minutes!? Are you kidding me?
3. Slide 4: Are you a cat herder? Or cat owner?
4. Slide 5: Your walk- aways?
5. Slide 6: Effective teachers focus on both content and students
6. Slide 7: It’s not an “add-on,” it’s a build-on
7. Slide 8: “Thinking about Two Kinds of Classes” Complete the first column Share / explain to an elbow partner
8. Slide 9: “Empty vessel” / differences equal Student problems Teacher Provides the answers Time Fixed Curriculum Mastery of facts Whole class, single pace & only Instruction summative assessments
9. Slide 10: Using your non-dominant hand: Write your name at the bottom left corner Recreate the following image from memory
10. Slide 12: You’ve got 30 seconds
11. Slide 13: How’d ya do?
12. Slide 14: Using your non-dominant hand, write the following number from memory
13. Slide 15: 17766024365911
14. Slide 16: You’ve got 30 seconds
15. Slide 17: “Currently, students are required to adapt . . . to the prevalent teaching practices, instructional materials and assessment instruments. Those who can’t adapt are viewed as being deficient in their ability to learn.” Marie Carbo, Educating Everybody’s Children
16. Slide 18: Let’s try again but use your dominant hand and think of . . .
17. Slide 19: Declaration of Independence
18. Slide 20: Minutes / hours / days
19. Slide 21: Emergencies
20. Slide 22: • Declaration of Independence • Minutes / hours / days • Emergencies
21. Slide 23: • Declaration of Independence • Minutes / hours / days • Emergencies
22. Slide 24: • Declaration of Independence • Minutes / hours / days • Emergencies
23. Slide 25: 1776 60-24-365 911
24. Slide 26: How’d ya do?
25. Slide 27: DI is not . . .
26. Slide 29: just another way to group kids
27. Slide 30: just another way to group kids expecting less of struggling learners
28. Slide 31: just another way to group kids expecting less of struggling learners a substitute for specialized services
29. Slide 32: just another way to group kids expecting less of struggling learners a substitute for specialized services chaotic
30. Slide 33: just another way to group kids expecting less of struggling learners a substitute for specialized services chaotic new
31. Slide 34: just another way to group kids expecting less of struggling learners a substitute for specialized services chaotic new just one more thing
32. Slide 35: . . . one size fits all
33. Slide 36: DI is . . .
34. Slide 38: different styles of content, process, product
35. Slide 39: different styles of content, process, product respectful of all learners
36. Slide 40: different styles of content, process, product respectful of all learners proactive
37. Slide 41: different styles of content, process, product respectful of all learners proactive a blend of whole class, small group, and individual instruction
38. Slide 42: different styles of content, process, product respectful of all learners proactive a blend of whole class, small group, and individual instruction focused on students
39. Slide 43: the foundation of your “house”
40. Slide 45: Definition?
41. Slide 46: Definition? “A flexible approach to teaching in which the teacher plans and carries out varied approaches to content, process, and product in anticipation of and in response to student differences in readiness, interests, and learning needs” Carol Ann Tomlinson
42. Slide 47: Ya got something simpler!?
43. Slide 48: “. . . an appropriate teacher response to learners’ needs.”
44. Slide 49: So . . . make connections between the content and students’ human needs
45. Slide 50: The opposite? “You can have any color you want . . . ”
46. Slide 51: . . . as long as it’s black.” Henry Ford
47. Slide 52: Underlying assumptions?
48. Slide 54: Accommodating multiple learning needs within regular units
49. Slide 55: Accommodating multiple learning needs within regular units Safe classrooms in which students feel valued
50. Slide 56: Accommodating multiple learning needs within regular units Safe classrooms in which students feel valued No “fuzzy” curriculum or busy work
51. Slide 58: Multiple forms of assessment
52. Slide 59: Multiple forms of assessment Flexible grouping
53. Slide 60: Multiple forms of assessment Flexible grouping No silver bullets
54. Slide 61: So what’s it look like?
55. Slide 64: Content • Multiple options for delivering appropriate information Process • Multiple options for making sense of that information Product • Multiple options for expressing what students know
56. Slide 65: Excuse me?
57. Slide 67: • Stuff you want kids to understand • Ways a kid messes with stuff • Ways kids prove they know your stuff
58. Slide 68: Can ya’ be more specific?
59. Slide 69: Options for flexible use What looks familiar? Or “doable?”
60. Slide 70: Adapt content • Different starting points for different kids • Varied resources / multimedia / integrate technology • Exit cards
61. Slide 71: Adapt process • Tiered assignments by “readiness” • Flexible grouping • Graphic organizers • Modify environment / allow movement
62. Slide 72: Provide “fidgets”
63. Slide 73: Paper clips Painter’s tape Pipe cleaners Stress balls Fake grass under desks
64. Slide 74: Lava lamp Fish tank Mobile
65. Slide 76: People maps / molecules / systems
66. Slide 77: People maps / molecules / systems Quiet zone
67. Slide 78: People maps / molecules / systems Quiet zone Rocking chair
68. Slide 79: Adapt product • Culminating performance tasks • RAFTs / WebQuests • Varied assessment types • Encourage choices
69. Slide 80: What does all this really mean?
70. Slide 81: Know your kids!
71. Slide 82: “The biggest mistake . . . in teaching has been to treat all children as if they are variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way.” Howard Gardner
72. Slide 83: Who’s the smart one?
73. Slide 84: William Shakespeare Stephen King Oprah Winfrey GreenDay Steven Hawkins Dixie Chicks Jacques Cousteau Frank Lloyd Wright Mahatma Gandhi Albert Einstein Tiger Woods John Elway Martin Luther King, Jr. Pablo Picasso Forrest Gump George Washington Carver
74. Slide 85: How are kids different?
75. Slide 86: • Biology • Privilege • Position for learning • Preferences
76. Slide 87: Three low prep strategies • Ask for exit cards • Use graphic organizers • Use fidgets
77. Slide 88: One high prep strategy • Use tiered assignments
78. Slide 89: More resources? Browse to: • www.socialstudiescentral.com/?q=DI
79. Slide 90: “Thinking About Two Kinds of Classes” • Complete the right column
80. Slide 91: “Problem solver” / differences are Student the basis for planning Teacher Provides the questions Time Related to student needs Curriculum Mastery of ideas Varied structure, varied pace, Instruction multiple assessment types
81. Slide 92: “Our task is not to provide an education for the kind of kids we used to have, or want to have, or the kind that exists in our dreams.
82. Slide 93: Our task is to provide an education for the kind of kids we do have.” Mary Kay Utecht
83. Slide 94: Glenn Wiebe glennw@essdack.org www.socialstudiescentral.com Tech integration questions? Social studies issues? I would love to hear from you! View other presentations at: slideshare.net/glennw98