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Journey to the Differentiated Classroom
Transcript of Journey to the Differentiated Classroom
Students come to our classrooms with a variety of:
Effective Instructional Strategies?
How do we meet the needs of all diverse students?
We are for difference,
For respecting difference,
For Valuing difference,
Until difference no longer
makes a difference!
If we all had exactly the same kind of mind and there was only one kind of intelligence, then we could teach everybody the same thing in the same way and assess them in the same way and that would be fair. But once we realize that people have very different kinds of minds, different kinds of strengths -- then education, which treats everybody the same way, is actually the most unfair education.
What Type of Intelligence Are You?
Practice by doing
Rank the instruction from least to most effective:
How did you do?
Practice by doing 75%
Teaching others 95%
Percentage of info a typical student may retain for each.
(How Learning is assessed)
What should be differentiated?
Teaching Multiple Intelligence Theory
An anchor chart outlines or describes procedures, processes, and strategies on a particular theme or topic and is posted in the classroom for reference by students.
doodle book while listening
rhythmic clap n tap
books on tape
clap n tap spelling
interactive computer programs
(What is being taught)
(How it is taught)
Ongoing assignments that students can work on independently
Provide meaningful work for students when they finish an assignment or when they first enter the class
Ties to the content and instruction.
Reading Materials at varied levels
Using spelling or vocabulary lists at varied levels
Depth and Complexity
abstract/ concrete ideas
Learning Centers with varied levels
Differentiating by content involves addressing the same concepts but adjusting the degree of complexity based on the student's interest, readiness, or learning style.
Vary student activities using Bloom's Taxonomy
Develop activities that target auditory, visual, and kinesthetic learners.
establish learning centers
Think tac Toe
Use flexible grouping
Use mini-lessons with small groups to connect key content with students’ areas of interest.
Offer books on a variety of topics and in a variety of genres that relate to essential content.
Use contemporary media as resources for teaching.
Provide free reading material on a wide range of topics.
Ensure that topical resources reflect a variety of cultures and backgrounds.
Develop (and invite students to develop) anchor activities that reflect a wide range of student interests related to key content.
Content by Readiness
Both formal and non-formal assessments
Offer students a choice of projects that reflect a variety of learning styles and interests
Balance teacher-assigned and student-selected projects.
Multiple levels of questioning
Flexible grouping is an opportunity for students to work with a variety of students, through whole group or in many different forms of small groups. The key to flexible grouping is in the name...FLEXIBLE. Students have an opportunity to be in different groups depending on the activity.
• Initially use whole group for instruction
• Divide group for practice or enrichment
• Not used as a permanent arrangement
• Use groups for one activity, a day, a week, etc
provides immediate feedback
increases participation level
increases n task behavior
highly motivating and fun
can be pre-printed or student made
Let's Try It Out!
Exit Cards (AKA “Tickets Out The Door”) are used to gather information on student readiness levels, interests, and/or learning profiles.
Can be used as quick assessments to see if the students are “getting it.”
teacher hands out index cards to students at the end of an instructional sequence or class period.
The teacher asks the students to respond to a pre- determined prompt on their index cards and then turn them in as they leave the classroom or transition to another subject.
teacher reviews the student responses and separates the cards into instructional groups based on preset criteria
Differences are acted upon when problematic
Assessment is used at the end of lesson
Narrow sense of intelligence
Coverage of curriculum guides instruction
whole class instruction dominates
Differences are used as a basis for instruction
Assessments are on-going and drive instruction
Focus on multiple intelligences
Student readiness, interest and learning style guide instruction
Many instructional arrangements are used
Types of cards:
- True/ False cards
- Multiple Choice Cards (A,B,C,D)
- Yes/ No Cards
- Punctuation Cards (? ! , .)
Cool Teacher Websites
comiclife.com- create your own comic strip
fodey.com- create your own newspaper article
storybird.com- create, read and share visual stories
blabberize.com- create a talking picture
surveys link- http://www.duvalschools.org/newteachers/DI%20Strategies/DI%202012/Interest%20Inventory.pdf
wordle.com- create word clouds
Multiple intelligences resource book- http://mslanger5ela.wikispaces.com/file/view/teachingmitheory.pdf
Even Hollywood Teachers are doing it!
- Get to know your students!!
(interest survey, memory box activity)
- Let your students know all about you
- Collaborate w/ students creating class rules
- Develop a sense of a classroom family
- be flexible, but orderly
- post all students work
- "If you have a child's heart, you have his head"
Teachers who commit to differentiating instruction in their classrooms believe that all students can learn, understand well that one size does not fit all, and embark on a quest to reach each student.
What do you know about Differentiated
What do you want to know