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Differentiation

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Kirsten Jagger

on 2 March 2013

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Transcript of Differentiation

Differentiation UDL- Universal Design for Learning
TKES Standard #4: Differentiated Instruction
The teacher challenges and supports each student’s learning by providing appropriate content and
developing skills which address individual learning differences. Where to Make Changes:
Learning environment
Content modification
Process modification
Product modification How Can I differentiate? How do I manage all this? Now You Must... Feeling Overwhelmed? Product
Modification Change through
Content Modification Process Modification Change in
Learning Environment No Two Students are Alike Real World
Connections Differences
require Change Philosophy Students of the same age differ in their readiness to learn, their interests, their learning styles, their experiences, and their life circumstances. These differences require changes in
content,
pace
and teacher support Students learn best when new
information
is connected to the “real world.” Start small, start someplace, but don't start over

The use of student conferencing based on student data

The use of flexible grouping Remember –
Every lesson may not challenge or interest every student
All students will benefit from differentiation
Start small – change only one aspect of the lesson
Think divergent instead of convergent when designing activities and asking questions (divergent means no correct answer) Before you start... - Pre-test your students and collect data on individual students C07 Indicator: LEA and school will provide all staff with high-quality, job-embedded, differentiated professional learning to support the school's comprehensive instruction program. Differentiation: Lost in Translation When an educator differentiates by product or performance, they are affording students various ways of demonstrating what they have learned from the lesson or unit. It is done by using menu unit sheets, choice boards or open-ended lists of final product options. It is meant to allow students to show what they learned based on their learning preferences, interests and strengths. Differentiating by process refers to how a student comes to understand and assimilate facts, concepts and skills. After teaching a lesson, a teacher might break students into small “ability” groups based on their readiness.The teacher would then give each group a series of questions, based on each group's appropriate level of readiness-skills, related to the objectives of the lesson. Another way to group the students could be based on the students’ learning styles. The main idea behind this is that students are at different levels and learn in different ways, so a teacher can’t teach them all the same way. The teacher may differentiate the content by designing activities for groups of students that cover different areas of Bloom's Taxonomy. For example, students who are unfamiliar with the concepts may be required to complete tasks on the lower levels of Bloom's Taxonomy: knowledge, comprehension, and application. Students with partial mastery may be asked to complete tasks in the application, analysis and evaluation areas, and students who have high levels of mastery may be asked to complete tasks in evaluation and synthesis. In a classroom where the teaching theory is based on differentiated instruction, students should feel welcomed and safe. The teacher teaches for success and fairness is evident. The teacher and students collaborate for mutual growth and success. In a differentiated classroom, there is a strong rationale for differentiating instruction based on assessment results, student readiness, interest, and learning profiles. - Know how your students learn- Learning Styles Inventory http://www.personal.psu.edu/bxb11/LSI/LSI.htm Scott Harden on
Differentiation by Process https://www.khanacademy.org/ http://ascendmath.com/ Jennifer Hobbs on Differentiation by Learning Environment Sandy Weathers on Differentiation by Content Modification Meg Carpenter on Differentiation by Product Modification What is flexible grouping? http://www.eduplace.com/science/profdev/articles/valentino.html 1. Analyze the degree of challenge and variety in your current lesson plans.

2. Modify, adapt, or design new approaches to instruction in response to students' needs, interests, and preferences. - Know how to move students to higher order thinking questions
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