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Differentiation

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by

Leesa Cravens

on 15 May 2013

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Transcript of Differentiation

Daily Appointment Calendar
The Parking Lot
Questions That Keep
Going Around in My Head Business Cards
Human Continuum
Exit Cards
Think-Tac-Toe DIFFERENTIATED INSTRUCTION "What difference does it make?" Story Cubes(4-6)
Most Difficult First (1-6)
Think-Tac-Toe(3-6)
Big Foot/Little Foot
Snowball Fight
“That’s Me!
Circle the Category
Milling to Music
Brainstorming A-Z My To Do List Spend a few minutes thinking of how to apply information from today.
Be prepared to share it with the group.
1. Mole Strategy: Plant questions with reluctant students or button-pushers.
2. Wait Time: Give wait time before answering. 5-10 seconds
3. Use a random method for calling names
4. Don’t call on anyone until half have raised their hands
5.Call on students who don’t raise their hands
6.Ask them to ex plain, whether correct or not.  A Good Education How do I get started? ASSESSMENTS "The question is more important than the answer." The teacher of the gifted and talented is a creator of possibilities so students have the opportunities:
To think in different ways
To ask different kinds of questions
To apply what they know in different ways At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction.
....... Carol Ann Tomlinson Three types of
assessment: 1. Preassessment
2. Formative
3. Summative Not quite ready-needs reteaching or remediation
Ready-has grasps of concepts
More than ready-requires more depth and complexity into concepts
Visual-spatial
Bodily-kinesthetic
Linguistic
Mathematical-logical
Naturalistic
Interpersonal
Intrapersonal
Musical Learning Interests MODIFICATIONS AREA OF STUDENT ASSESSMENTS Hobbies
Music
Theatre
Sports
Poetry
Art
Public speaking
Reading
Academic Subjects Facts
Vocabulary
Timelines
Details
Significant
Individuals
Events
Definitions Content Compare
Contrast
Association
Apply
Synthesize
Justify
Evaluate
Differentiate
Judge
Describe Process Product Reports
Skit
Play
Diorama
Painting
Advertisement
Model
Mind Map
Book
Comic Strip Learning Environment Cooperative Groups
Learning Centers
Choice Board
Class Rules
Materials
Supplies
Resources CLASSROOM
MANAGEMENT ON GOING
ASSESSMENTS PRODUCTS Four Square Products One, Two, Three...Go!
Dueling Charts GROUPING: Types: Whole Group; Small group, heterogeneous; Small group, homogeneous;Individual

Size: Pairs; Triads or quads; Groups of five

Accountability: Evaluation; Working agreement; Roles and responsibilities;

Leader selection: Student with the shortest first name or last name, tallest student, shortest student. S. wearing the most red, blue; s. with most/ fewest siblings

Have individual task to assess/ weight the final grade Readiness DIFFERENTIATION Types:
Whole group
Heterogeneous small group
Homogeneous small group
Individual Size:
Pairs
Triads
Quads
Groups of 5, etc. Leader Selection:
Shortest first name or last name
Tallest/shortest
Clothing color
Number of simblings Individual Tasks Real Choices Compacting
Contracts
Rules for behaviors Designing a Tiered Assignment

A six step process:
• Identify the content
• Consider your students’ needs
• Create an activity
• Chart the complexity of the activity
• Create other versions of the activity
• Match one version of the task to each student When creating alternative activities for students, how do you
increase the breadth and depth of a lesson? To alter the depth of a lesson, the teacher provides a whole group introduction, whole group initial instruction, and identifies student differences based on prior knowledge, readiness to learn, learning rate, and ability. S/he will then increase or decrease--abstraction--extent of support--sophistication--complexity of the goals --resources, --activities,--products. Tiered assignments lend themselves to this type modification • To increase the breadth of a lesson the teacher first provides a whole group introduction and small group instruction. S/he might then launch small groups on alternative activities.
The key here is to provide students with variety.
– choice of resources
– product options
– alternative activities
– varying goals
– open-ended questions and activities
–choices based on learning style preferences and interests
Full transcript