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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

D. I. Differentiating content, process and product

DIFFERENTIATING PRODUCT

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DIFFERENTIATING PRODUCT

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.

For learning

to happen, what do we need to do?

DIFFERENTIATING PROCESS

Among the ways to differentiate products are to:

What is the process?

How do we

check if a student learned something?

Reflecting about student learning styles and preferences.

  • Visual learners create

a graphic organizer of

the story.

  • Read and write learners

write a book report.

  • A complex and challenging paper-and-pencil test

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...

  • Auditory learners give an oral report.

Activities

  • An end-of-unit project

. 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?

Differentiating process involves varying

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

  • Kinesthetic learners build a diorama illustrating the story.

  • A portfolio of student work

How learning takes place?

  • An exhibition of solutions to real-world problems that draw on knowledge, understanding, and skill achieved over the course of a semester

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).

What can be used to differentitate content?

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.

  • use pre-assessment to determine where students need to begin, then match students with appropriate activities.

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.

  • use Bloom’s Taxonomy to encourage thinking about content at several levels.

Four factors help form a learning profile: 1) gender; 2) culture; 3) learning style and 4) intelligence preference—(Gardner‟s intelligences); (Sternberg‟s intelligences)

What does differentiating content involve?

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.

  • use texts, computer programs, recordings and videos as a way of conveying key concepts to varied learners

Differentiating content

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:

  • present information through both whole-to-part and part-to-whole

  • re-teach students who need further demonstration or exempt students who already demonstrate mastery from reading a chapter or sitting through a re-teaching lesson

  • use a variety of reading-buddy arrangements to support and challenge students when working with different texts

What´s content?

Content means the knowledge, understanding, and skills (KUD) that students need to learn (Tomlinson & Imbeau, 2010)

  • includes curriculum topics, concepts, or themes
  • reflects state or national standards
  • presents essential facts and skills.

  • Providing students with choices in order to add depth to learning .
  • Providing students with additional resources that match their levels of understanding.
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