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DI for Mentees
Transcript of DI for Mentees
2. Differing amounts of time to complete work.
3. Different approaches due to cultural background or language acquisition. 4. Different levels of learning.
5. Different assignments.
6. Different means to assess what has been learned.
Equity v Equality Ways to Differntiate Content Process Product Environment Tips for success Flexibilty
Choices The one choice you never have is the choice to do nothing Self Assessment Time TWEDYADWTS
Teachers can differentiate lessons and activities according to the students learning styles in order to reach the highest possible gains. Visual, Verbal, Kinesthetic, Technological, Musical/Rhythmic, Logical/mathematical, Naturalist, Intrapersonal, Interpersonal
Flexible Grouping What are the learning outcomes, and how can I best group my students in order to accomplish them?
Cluster Heterogeneous Individualized Instruction Whole group Pairs/Partners Guidelines for grouping What are the learning outcomes? What type of grouping would facilitate them?
Consider the data
Have a record-keeping system
Give explicit instructions before beginning
Teacher students to listen to each other
Communicate and poste rules and porcedures for group activities
Practice procedures for getting into and out of groups
Create individual accountability What type of grouping could you use for... The Individual Lesson Plan Structuring a unit to include both teacher required and student choice activities.
How to... 1. What are your objectives/essential questions for the unit?
2. How will students demonstrate mastery of the objective?
3. What activities could facilitate reaching these goals?
4. Categorize your list based on learning preferences
5. Decide which could be student choice activities and which should be required of all
* A record keeping system is critical for keeping track of student choice Tic-Tac-Toe Anyone? Metacognitive Moment... 1. Students will be working on different things at the same time.
2. Some choices may require specific extra materials.
3. Do you have choices that challenge high-ability students?
4. Do you have choices struggling students, ELL, or special needs students can be successful at?
5. Are all your choices standards based and aligned with your objective?
6. Have you modeled in a whole-groups setting individual options?
7. Limit the number of choices.
8. Be cognizant of the school calendar and other major deadlines when scheduling due dates.
9. How much class time will you give for individual work?
10. You will still be teaching daily lessons.