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Differentiated Instruction

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Beth Eastridge

on 21 February 2013

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Transcript of Differentiated Instruction

Beth Eastridge Differentiated Instruction What is Differentiated Instruction? “In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process and product in anticipation of and response to student differences in readiness, interest and learning needs" Teachers can Differentiate Content

Process

Products Content 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 Process Products Ways through which students
demonstrate and extend
what they have learned Meet the child
where they are and take them where they need to go! Where do you begin Differentiation ? Tomlinson suggests that you,
"Begin slowly." When children understand the type of learner they are they become responsible learners. They realize they are smart in many ways. There are many paths to understanding. Students learn best when they work from their strengths. Spend some time on a Multiple Intelligence Inventory and share the results with students and parents. Multiple Intelligences Do you spend a lot of time at the beginning of the year on "Getting to Know You" activities? Consider getting to know your students in a different way. Consider getting to know them as a learner as well as a person. Begin by creating a learning environment that celebrates differences and is a community of learners. http://www.lauracandler.com/strategies/multipleintelligences.php How do children learn best? http://people.uncw.edu/robertsonj/SEC210/MULTIPLEINTELLIGENCESTEST.pdf http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/choose_lang.cfm http://www.thirteen.org/edonline/concept2class/mi/w1_interactive1.html Start with creating a classroom environment that welcomes all students. Students feel safe, teacher teaches for success, mutual respect, expectation of growth, fairness is evident, students and teachers collaborate.
Tomlinson, 2012 Learning takes place most effectively in classrooms where knowledge is clearly and powerfully organized, students are highly active in the learning process, assessments are rich and varied and students feel a sense of safety and connection (National Research Council, 1990; Wiggins & McTighe, 1998). Anything that is worth teaching
can be presented in many different
ways. These ways can make use of
our Multiple Intelligences. -Howard Gardner Verbal Linguistic Books, stories, poetry, speeches,
author visits, writing stories, scripts,
poems, storytelling Mathematical-Logical Exercises, drills, problem solving,
counting, calculating, theorizing,
demonstrating, programming
computers Musical Tapes, CDs, concerts
performing, singing
playing, composing Visual Spatial posters, art work, slides,
charts, graphs, videos, DVDs,
collage making Bodily-Kinesthetic rhythm exercises, dance, athletic
performance, movies, animations Interpersonal group work, debates, teams,
role playing Intrapersonal reflection time, journals, meditation Naturalist botanical garden, terrariums,
nature walks, zoo visits, caring
for animals Existential working on a cause,
charity work, community
service Multiple Intelligences Thrive in Smartville. Howard Gardner speaks...... Differentiation is rooted in assessment Formative and Summative Reteach and enrich "Appropriate, ongoing
assessment keeps the learner
on track in the learning
journey." Chapman and King, 2008 Readiness Interest Learning Profile Try a MI Inventory How do your students learn best? entry point relative to a particular skill Determine readiness by using: Multiple intelligence inventory
Jig saw
anchor activities
organizers
varied texts
literature circles a child's affinity, curiosity or passion for a particular topic
tiered lessons
learning contracts
small group instruction
group investigation
independent study how we learn interest centers
interest groups
varied homework
compacting
varied questioning strategies Organize: Use: Listen to the experts. Ken Robinson from a TED conference
Carol Tomlinson (2010) Based on readiness, interest and learning profile. Multiple Intelligence Surveys can be
simple or complex depending on the age
of the learner. How does Differentiation work? Start with Low Prep activities and then move on to High Prep activities. Keep in mind these three questions: What piece of curriculum will you modify based on the students needs? How will you differentiate in response to readiness, interest and learning profile? Why are you differentiating ? Will it increase understanding, motivation and interest? "In order to make judgments about the status of a student or an entire class at any given point in time, teachers need as much accurate data as possible about an individual student's progress, or the progress of the entire class as a whole, to determine their next instructional steps." Marzano (2010) Ongoing, authentic assessment is KEY. On the path to Differentiating Imagine a whole school created based on Multiple Intelligences. Where will your journey begin? Change the way you teach for the children. Multiple Intelligence Survey Resources click on the link How are you SMART?
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