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Perception is the first level in
learning. We receive input and we Associate it with things that are close to us. Also, we can associate new input with previous sounds, words, or mental images until we internalize it. The last level is when Input is internalized and becomes knowledge.
To put into practice Blooms Taxonomy, we can use ressources such as the ones that appear on the pyra
bibliography
What is product? …is what the student creates at the end of the lesson to demonstrate the mastery of the content.
Refers to the items a student can use to demonstrate what he or she has come to know, understand, and be able to do as the result of an extended period of study.
A good product causes students to rethink what they have learned, apply what they can do, extend their understanding and skill, and become involved in both critical and creative thinking.
http://www.caroltomlinson.com/2010SpringASCD/Rex_SAstrategies.pdf
https://pdo.ascd.org/LMSCourses/PD11OC115M/media/DI-Intro_M4_Reading_Key_Elements.pdf
http://www.ssgt.nsw.edu.au/documents/3_content_pro_etal.pdf
https://marylandlearninglinks.org/thinking-about-di-content-process-and-product/
http://www.ascd.org/publications/books/100216/chapters/Understanding-Differentiated-Instruction@-Building-a-Foundation-for-Leadership.aspx
Allow students to help design products around essential learning goals.
Encourage students to express what they have learned in varied ways.
Provide product assignments at varying degrees of difficulty to match student readiness.
Use a wide variety of kinds of assessments.
Reflecting about student learning styles and preferences.
a graphic organizer of
the story.
write a book report.
Processes that are required for learning to happen.
Attention, awareness, memory, understanding, applicability
D. Process makes you think about the way people learn.
We need to approach student’s ways of understanding…
- Drawing pictures
- Body moves
- Graphic representations
- Mental pictures
Learning styles and systems of representation...
Activities
. What drives the modification of these elements is a teacher‟s assessment of students in terms of three characteristics: readiness, interest, and learning profile.
Teachers’ purpose is to
help students…
Support
Lenght of
time
Is Listening and Repeating enough for developing language? What is good a repetition practice?
Depths
Levels of
difficulty
Learning relates to the forms people have
to represent, associate and internalize information.
-It can be evidenced by the levels of association and verbs of action from Bloom’s Taxonomy.
Materials
Interpret: To understand difficult concepts
Represent: To convey information easily
Organize: To understand relationships
Transform: To re-use information in a
different way
Just as everyone has a unique fingerprint, every student has an individual learning style.
Chances are, not all of your students grasp a subject in the same way or share the same level of ability.
So how can you better deliver your lessons to reach everyone in class?
Imagine you’re in the picture. What can you imagine in the picture? What can you smell?
What sounds/noises can you hear? What are the people around talking about?
What do you feel being there?
How do you learn?
Tomlinson and Imbeau (2010) define readiness “a student‟s current proximity to specified knowledge, understanding, and skills”
BIKE- APPLE- DOG- CAN- AIRPLANE
COFFEE- HANDSHAKE-BEACHBALL- TOOTH-NINE
BIRD- PINE- HOUSE- PIANO- AXE
How learning takes place?
Different people may have different
learning styles, preferences and needs.
Exercise to remember a list of words
Based on the student performance, we check the students understanding
How far can the students go?
first...
Ask them to read this quote and to visualize/imagine it in their heads...
The goal of readiness differentiation is to make the work a little too difficult for students at a given point in their growth—and then to provide the support they need to succeed at the new level of challenge.
Ask them if their imagination was similar to this one.
then...
Can you remember them?
What is
D. I.?
Can you remember them now?
To do charades with different activities
to approach kinesthetic skills.
How Can Teachers Differentiate?
Content, process, product, and affect/learning environment are key elements that form classroom instruction.
Interest is defined as “that which engages the attention, curiosity, and involvement of a student” (Tomlinson & Imbeau, 2010, p. 16).
When people are interested in something, their motivation to learn about it increases, enhancing learning outcomes as a result. The goal of interest differentiation is to help students engage with new information, understanding, and skills by making connections with things they already find appealing, intriguing, relevant, and worthwhile.
Carol Ann Tomlinson is a leader in the area of differentiated learning and professor of educational leadership, foundations, and policy at the University of Virginia.
Tomlinson describes differentiated instruction as factoring students’ individual learning styles and levels of readiness first before designing a lesson plan.
A student's learning profile is “a preference for taking in, exploring, or expressing content” (Tomlinson & Imbeau, 2010)
use ‘hands on’ activities for
some learners to help them understand a new idea.
Four factors help form a learning profile: 1) gender; 2) culture; 3) learning style and 4) intelligence preference—(Gardner‟s intelligences); (Sternberg‟s intelligences)
use texts or novels at more than one reading level
Differentiating instruction may mean teaching the same material to all students using a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student.
Assessing Student Variance To assess for students‟ readiness, interest, and learning profiles, Tools for HighQuality Differentiated Instruction: An ASCD Action Tool by Cindy Strickland (2007), suggests looking for the following:
What´s content?
Content means the knowledge, understanding, and skills (KUD) that students need to learn (Tomlinson & Imbeau, 2010)