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Untitled Prezi

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Eleni Apostolidou

on 24 April 2013

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of Instruction The common sense of differentiation Ensuring an environment that actively supports students in the work of learning (mindset, connections, community)

Absolute clarity about the learning destination with high quality curriculum (goal clarity, engagement, understanding

Persistently knowing where students are in relation to the destination all along the way (pre-assessment, formative assessment),

Adjusting teaching to make sure each student arrives at the destination and, when possible, moves beyond it (differentiation in response to student readiness, interest, learning preferences),

Leading/managing the classroom for flexibility (student-teacher partnerships,routines and processes that support flexible teaching and learning). Differentiation Content Process Product Respectful tasks General principles Flexible grouping
Ongoing assessments and
adjustments What we
want the student
to learn and the
materials used through
which that is accomplished Activities
designed to
ensure that students
use key skills to make sense
out of essential ideas Ways
through which
students demonstrate
and extend what they
have learned Readiness Interest Learning
profile Entry point
relative to a
particular skill A child's
affinity, curiosity
or passion for a
particular topic How we learn click on the link Teachers can differentiate According to student's Process Options Mini-workshops to reteach or extend
Organizing information
Tic-Tac-Toe
Tiered activities, labs, products
Varied graphic organizers
Varied journal prompts
Varied texts, resources, supplemental materials
Anchor activities
Interest or learning centers
Exit cards
Games
Group work preferences
Grouping choice
Homework options
Interest groups
Jigsaw
Learning contracts
Literature circles For more information
read the article:
http://www.kathyglassconsulting.com/documents/DifferentiationArticles.pdf In small groups with students of similar readiness, interest, or learning profile,
In small groups with students of different readiness, interest, or learning profile,
With a partner of similar readiness, interest, or learning profile
With a partner of different readiness, interest, or learning profile
Individually
As a whole class Multiple Intelligence
Surveys can be
simple or complex
depending on the age
of the learner. multiple
intelligences http://www.lauracandler.com/strategies/multipleintelligences.php
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/choose_lang.cfm
http://people.uncw.edu/robertsonj/SEC210/MULTIPLEINTELLIGENCESTEST.pdf
http://www.thirteen.org/edonline/concept2class/mi/w1_interactive1.html Multiple Intelligence Survey Resources Learning Profile Group Orientation independent
group/peer
adult
combination creative/ conforming
essence/facts
expressive/controlled
nonlinear/linear
inductive/deductive
concrete/abstract
collaborate/compete
active/reflective Cognitive Style Quiet/noise
Warm/cool
Still/mobile
Flexible/fixed
“busy”/ “spare” Learning Environment verbal/linguistic
logical
visual/spatial
kinesthetic
auditory
musical
practical
creative Intelligence Preference fine arts
journalism
literature
politics/government
technology
business
athletics
music
games theater/film/TV
mathematics
travel/geography
history
social sciences
hobbies/crafts
spirituality
outdoors/animals
personal relationships Interest Ideas.. Use the Jigsaw technique
Application of information to "real life"
Use of technology to create a website
Write a song, do a dance or put on a performance
Take a photo, or draw a picture
Shadow a community member for a day - "Take your kid to work day"
Write a story, poem or nonfiction piece
Build a model or display
Group investigation and cooperative learning
Use Literature Circles to read and discuss interesting topics A task that's a good match for student readiness extends that student's knowledge, understanding, and skills a bit beyond what the student can do independently. A good readiness match pushes the student a little beyond his or her comfort zone and then provides support in bridging the gap between the known and unknown. Readiness There are many ways to differentiate for readiness:

Concrete to Abstract
Simple to Complex
Structured to Open Concept
Dependent to Independent
Slow to Fast Ways to... More Ideas.. Assessments Pre-assessmet Summative assessment Tools for formative assessment Techniques to check Understanding Tools for formative assessment Tools for formative assessment Where to start? Activities Differentiate process by: READINESS Time to complete
Tiered activities
Extra support/more independence INTEREST Interest grouping
Choice on activities LEARNING
PROFILE Profile grouping
Activities for modalities
Manipulatives Examples Contract activities Tiered Tasks ICT + Task complexity Cubing Rubrics that match and extend students' varied skills
Portfolios
Allowing students to work alone or in small groups on their products
Learning contracts
Modify performance assessments
Grade-level and individual student learning rubrics
Tiered activities, labs, products
Encouraging students to create their own product assignments
Product options that respond to varied interests or learning profiles
Varied timelines or check-in points
Varied criteria for success (e.g. from novice to professional)
Varied audiences (in age, background knowledge, size, etc.)
Varied roles in a performance assessment;
some choice of questions on tests or quizzes.
Interest-based investigations leveled reading material
Audio books
Highlighted text
Varied topics for research
Independent study options
Interest centers
Varied graphic organizers to support reading comprehension
Optional minilessons on a specific topic or skill online Extension activities
spelling/vocabulary lists at readiness levels of students
Audiovisual presention ideas
Multi-level computer programs
Multiple supplementary materials
Small-group direct instruction Ideas Content Options Differentiate
content by: Interest Learning Profile Readiness small groups mini-lessons to connect key content with students’ areas of
Offer books on a variety of topics and in a variety of genres that relate to essential content.
Use contemporary media as resources for teaching.
Provide free reading material on a wide range of topics.
Ensure that topical resources reflect a variety of cultures and backgrounds.
Develop (with students) anchor activities based on student interests.
Independent Study-
I-Search Reports or Open-ended activities
Interest Centers/Interest Groups. More information:
http://www.ascd.org/publications/books/101043/chapters/The-How-To's-of-Planning-Lessons-Differentiated-by-Learning-Profile.aspx Book Choices
Provide leveled reading material
Student choice of topic with teacher guidance
Adjustments for gender, culture, language differences.
Database of resources in video, audio, infographic/visualization, and ebook format.
Use of learning games and simulations
Independent Study 
Learning Centers/Stations
Learning Contracts
Open-ended activities Tiered activities
Equalizer adjustments (complexity, open-endedness, etc)
Compacting
Vary difficulty level of text & supplementary materials
Adjust proximity of ideas to student experience
Book Choices
Enrichment Clusters - students are grouped according to ability for instructional purposes.
Learning Centers/Stations
Learning Contracts Web Page
Letters or e-mails
Plan a journey using mapping program
Make a cartoon
Write a song and put to music
Interactive Timeline
Digital Video
Public Service Announcement
Newscast
Commercial
eZine (online magazine)
Questionnaire
Collect data and make charts/graphs Products using Technology Activities
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