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Untitled Prezi

Differentiation
by

Ogechi Uwaga

on 20 August 2013

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Transcript of Untitled Prezi

Differentiation Toolkit
Content
Content is described as the knowledge, skills and attitudes we want children to learn.
Process
Process is described as the learning activities or strategies used to provide appropriate methods for students to explore the content.
Product
Varying the complexity of the product that the students create to demonstrate mastery of the concepts.
KUD
Know/Understand/Do
individualized instruction for each student.
homogeneously grouping children as ‘Bluebirds’ & ‘Buzzards’.
chaotic.
giving more of the same.
expecting more of advanced learners than of ‘typical’ learners.
expecting less of struggling learners than of ‘typical’ learners.
a substitute for specialized services.
Something new.
Product Strategies
Options for varied modes of expression
Adjust level of complexity
Open-ended activities
Negotiated criteria
Tiered products
Alternative assessments
Learning contracts
Varying organizers
Simulations
Student-centered writing formats
Varying product possibilities
Time
Varied pacing
Personal agendas
Anchor activities
Grouping
Student-teacher goal setting
Flexible seating
Think-pair-share by readiness, interest, learning profile Use of collaboration, independence, and cooperation Mini-workshops to reteach or extend skills
Explorations by interest
Jigsaw
Alternative assessments
Interest grouping
Literature circles
Group investigation
Teams, games and tournaments

Differentiation is not...
Differentiation is...
shaking up what goes on in the classroom.
proactively planning for students.
more quality rather than simply more of the same thing.
being student centered.
evolutionary with both students and teachers as learners.
a mixture of whole-class, group and individual instruction.
responsive teaching rather than one size fits all.
Continuum
Differentiate content by:
Compacting
Interest-based mini lessons
Multi-level computer programs
Multiple texts
Multiple supplementary materials Resource Based Learning
Small-group direct instruction
Varied graphic organizers to support reading comprehension
Basics
Differentiate the Process by:
Tiered activities
Learning contracts
Varied journal prompts
Activity choice boards
Multilevel learning center tasks
Similar readiness groups
Mixed readiness groups with targeted roles for students
Student choice of work arrangement (e.g. work alone or with partner, sit area of study
Allow for the in-depth learning of a self-selected topic within the area of study
Differentiate the product by:
Independent study
Interest-based investigations
Student choice of mode of demonstrating learning Tiered products
Development of products that use new techniques, materials and forms
Instructional Support
Choice of books
Use of reading buddies
Varied journal prompts
Varied computer programs/supplementary materials
Computer mentors
Mini-workshops to reteach or extend skills
Multiple texts
Tape-recorded materials
Flexible reading formats
Highlight/retype key print materials
Cubing/tiered assignments

Participation

Flexible seating
Think-pair-share by readiness, interest, learning profile
Use of collaboration, independence and cooperation Jigsaw
Independent studies
Literature circles
Stations/centers
Group investigation
Teams, games and tournaments
Problem-based learning
Instructional Intensity
Homework options
Varied journal prompts
Varied supplementary materials
Varying organizers
Mini-workshops to reteach or extend skills
Tiered activities and labs
Multiple texts
Graduated rubrics
Flexible reading formats

Input
Adjust the way you deliver information
Consider learning preferences, interest and choice
Adjust the work space or learning environment
Lectures coupled with graphic organizers
Choice of books
Compacting
Student-centered questioning strategies
Multiple levels of questions
Manipulatives
Varied computer programs/supplementary materials
Open-ended activities
Mini-workshops to reteach or extend skills Jigsaw
Explorations by interest
Tiered activities and labs
Independent studies
Initial engagement
Stations/centers
Tape-recorded materials
Simulations
Problem-based learning
WebQuests/online scavenger hunts/virtual field trips
Content Strategies
Students should (K)now:
Facts
Vocabulary
Dates
Places
Names
Summary
State standards/ objectives
Students should be able to (U)nderstand:
Concepts
Sub-concepts
Principles/Generalizations
Students should be able to (D)o:

Skills of literacy & numeracy
Analysis, evidence of reasoning, questioning)
Skills of the Discipline (graphing,math)
Planning (goal setting, use of time)
Exhibit social skills
Exhibit skills of independence
1. Know what you are teaching
(standard & outcomes)
2. Pre-Assess
(determine existing knowledge)
3. Grouping
(cooperative vs ability groups)
4. Prepare
(materials, directions, noise level, student movement, room arrangement, teacher assistance, assessment.

5. Expectations
(establish norms, train students, group & individual accountability

6. Assess & Reflect

START SMALL
STEPS
STEPS
Process Strategies
Time & Grouping
Instructional Intensity
Participation
Instructional Support
Full transcript