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Differentiated Lessons and Marzano Strategies
Transcript of Differentiated Lessons and Marzano Strategies
Marzano's Nine Teaching Strategies to Increase Student Achievement
WHAT to differentiate
The teacher also needs to decide what to differentiate within the lesson. Will you be differentiating the content, process, or product?
Differentiated Lesson Planning
Using and Understadning the KUD
The Essential Questions are the questions that will guide the lesson and learning. These questions are designed to, "stimulate student thinking and inquiry"
(McTighe and Wiggins, 4).
Guiding Principal #1 for Differentiation
"Successful differentiation occurs in a learning environment that is respectful, supportive, and inviting."
Important information to remember about differentiation
*Identifying similarities and differences +45%
*Summarizing and note-taking +34%
*Reinforcing effort and providing recognition +29%
*Homework and Practice +28%
*Representing knowledge +27%
*Learning groups +23%
*Setting Objectives and providing feedback +23%
*Generating/testing hypotheses +23%
*Cues,Qs, advanced organizers +22%
The K stands for "know"- What background information do your students need in order to grasp the lesson or concept. This is typically vocabulary that has been previously taught.
The U is for understand. These are the "essential truths that give meaning to a topic" or the "moral of the story." The "U" should be stated in a sentence that uses "I want students to understand THAT..." Don't use how, why, or what.
The "D" stands for do. These are the skills as defined by the framework for your content standards. These are stated using verbs: analyze, compare/contrast, Write, evaluate, use. These are what students will do, not what the teacher will do
Get your audience excited
Your Essential Questions should get your audience (students) excited about the topic! For this reason, your essential questions need to be more open-ended and not strictly yes/no questions.
Essential Questions should also spark discussion and debate, call for higher-order thinking, point towards important, transferable ideas, raise additional questions, require support and justification, and recur over time (McTighe and Wiggins,3).
Writing Good Essential Questions
Essential questions are not guiding questions, in that they are not meant to guide students to a particular answer, but rather, the essential question should help to guide students to the "U" of the lesson.
If differentiating based on test data, you may decide that a particular skill or standard was difficult to students and a differentiate lesson may be used to reteach or reinforce a skill.
You can differentiate based on readiness, interest, or learning profiles.
Using the KUD will help you to plan a lesson with the end goal in mind. How will all the pieces together to strengthen the learning of the students?
When to differentiate
You do not, cannot, and should not try to differentiate every lesson using a KUD. You should use essential questions for each unit to guide the learning process.
Based on Jim Harvey's speech structures
Additional uses for Essential Questions
Example of a KUD lesson
Why differentiate a lesson
Teachers have several reasons to differentiate a lesson. Usually the reasons to differentiate are test-data or class profiles.
HOW TO DIFFERENTIATE
Use these to guide the lesson and student inquiry
"Differentiation requires and promotes discourse about individual needs, goals, and gains, and thus supports acceptance by recognizing the worth of each student." (