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Basich Staff talk

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Information about Basich Staff talk

Published on August 2, 2008

Author: jencarolan

Source: slideshare.net

Description

Explanation of findings from study
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Differentiation: Theory into Practice Abby Guinn Jennifer Carolan April 4, 2007

Differentiation: a systematic approach to planning curriculum and instruction for academically diverse learners Tomlinson, 1999

a systematic approach to planning curriculum and instruction for academically diverse learners Tomlinson, 1999

Multiple Intelligences Howard Gardner Lev Vygotsky ZPD Theory Jean Piaget Motivation Theories Robert Sternberg Thinking Styles Wiggins and McTighe Assessment Differentiation An Approach to Teaching

Why Differentiate? Maximize the potential of each student One size doesn’t fit all The world is “flat” and demands different types of skills Shift Happens

Why Differentiate?

Maximize the potential of each student

One size doesn’t fit all

The world is “flat” and demands different types of skills

Shift Happens

The reality of differentiation

Jennifer’s Study: 4 master teachers High performing district Interviews – 1.5 hours/teacher Observations – 2 hours/teacher 8 th grade Breadth – math, social studies, language arts, history classes Abby’s Study: 1 master teacher High performing district Interviews – 4 hours Observations – 5 hours 6 th grade Depth – one history class Our Studies

Jennifer’s Study:

4 master teachers

High performing district

Interviews – 1.5 hours/teacher

Observations – 2 hours/teacher

8 th grade

Breadth – math, social studies, language arts, history classes

Abby’s Study:

1 master teacher

High performing district

Interviews – 4 hours

Observations – 5 hours

6 th grade

Depth – one history class

Teachers’ Differentiation in Practice is Dynamic and Complex

Teaching Variables Teacher’s personal style and preferences Curricular Resources Available State Standards Classroom Environment Flexible grouping ELL Advanced Learners Special Need Students Student Interests Student Diversity Scheduling/Time Constraints Classroom Management issues Assessment School Goals Student Choice MI Readiness

Differentiation skills develop over time Awareness of need for differentiation Assessment is summative Able to identify key features and principles Use of multiple presentation modes & materials Differentiation for one student trait (readiness/lp/interest) Varied approach to student assessment Consistent use of assessment for instructional planning (formative) Differentiating by readiness/lp/interest within a single learning experience or brief sequence of lessons Develops creative and innovative assessment/grading Designing differentiated lessons and units around key concepts/principles/skills Differentiation becomes less systematic and more organic Differentiation Advanced Beginner Expert Novice

Differentiation is not either/or F Multiple instructional strategies used Flexible Grouping Formative Assessment Curriculum taps multiple intelligences Whole class direct instruction dominates Summative Assessment Focus on Verbal-Linguistic Differentiated Traditional

F

Multiple instructional strategies used

Flexible Grouping

Formative Assessment

Curriculum taps multiple intelligences

Whole class direct instruction dominates

Summative Assessment

Focus on Verbal-Linguistic

What expert differentiators say about differentiation in practice. . .

What expert differentiators say about differentiation in practice. . .

I would say if people haven’t been exposed to [differentiation] before, they might think it’s all or nothing which is really sad because then that might preclude them ever trying. It’s just like, oh, I can’t do this and you’re asking me to do way too much. Mrs. D

I would say if people haven’t been exposed to [differentiation] before, they might think it’s all or nothing which is really sad because then that might preclude them ever trying. It’s just like, oh, I can’t do this and you’re asking me to do way too much. Mrs. D

When I first started doing this, I’m so visual. I mean, almost completely visual and I tended to teach that way. . .so that its pictures and diagrams and all of this kind of stuff. Very little kinesthetic movement – and that’s when you get the fidgety kids and they’re gone. You’ve lost them! - Mrs. D

When I first started doing this, I’m so visual. I mean, almost completely visual and I tended to teach that way. . .so that its pictures and diagrams and all of this kind of stuff. Very little kinesthetic movement – and that’s when you get the fidgety kids and they’re gone. You’ve lost them! - Mrs. D

Some teachers are good at thinking of questions ahead of time. . .I’m not so good at that, but I think I will come up with them on the fly. Because you just sense where the child is at and where you want them to be and what’s the next step for getting this little brain there. - Mrs. Y

Some teachers are good at thinking of questions ahead of time. . .I’m not so good at that, but I think I will come up with them on the fly.

Because you just sense where the child is at and where you want them to be and what’s the next step for getting this little brain there.

- Mrs. Y

It’s different every year. You know, you can think you’ve got it nailed down, but you had best be prepared to change at a moment’s notice. - Mrs. D

Keys to Getting Started High Quality Curriculum Clarity of Essential Understanding Know your students Observation Continuous Assessment Instructional Strategies Flexible Grouping Strategies Multiple Instructional Strategies Coaching Community Building Model respect for differences Build connections among students

Problem-Solving Challenges to Differentiation Differentiating Assessment Differentiating Curriculum Insights after watching video/potential suggestions Challenges

Lesson Template Consistent for all students Ideal areas for differentiation May be differentiated

Thank you! Abby Guinn [email_address] Jennifer Carolan [email_address]

Thank you!

Abby Guinn

[email_address]

Jennifer Carolan

[email_address]

Tic-Tac Toe Board Activity Easy linguistic Activity linguistic Activity Challenging kinesthetic Activity logical Core Concept Required Activity spatial Activity Challenging logical Activity Musical Activity Easy intrapersonal

Tiered Lesson on Patterns Grade K Goal: Scientists classify by patterns Students use carpenter aprons to collect “data” (leaves) through a nature walk Task 1: Classify leaves By size By color Task 2 : Classify leaves By shape Create a category Task 3: Find 3 ways each leaf could be classified - other than color Pre-made grid w/ categories Sample grid – students create own grid Students decide how to show categories and content Tiered Scaffolding

Goal: Scientists classify by patterns

Students use carpenter aprons to collect “data” (leaves) through a nature walk

Task 1: Classify leaves

By size

By color

Task 2 : Classify leaves

By shape

Create a category

Task 3: Find 3 ways each

leaf could be classified -

other than color

What zone am I in? Too Easy I get it right away I already know how This is a cinch I’m sure to make an A I’m coasting I feel relaxed I am bored No big effort necessary Just Right/On Target I know some things I have to work I have to think I have to persist I hit some walls I’m on my toes I feel challenged Effort leads to success! Too Hard I don’t know where to start I can’t figure it out I am spinning my wheels I’m missing key skills I feel frustrated and angry This makes no sense Effort doesn’t pay off

Too Easy

I get it right away

I already know how

This is a cinch

I’m sure to make an A

I’m coasting

I feel relaxed

I am bored

No big effort necessary

Just Right/On Target

I know some things

I have to work

I have to think

I have to persist

I hit some walls

I’m on my toes

I feel challenged

Effort leads to success!

Too Hard

I don’t know where to start

I can’t figure it out

I am spinning my wheels

I’m missing key skills

I feel frustrated and angry

This makes no sense

Effort doesn’t pay off

Learner Cards Hugo Serrano Math 76% 2 older brothers ELA 83% single parent ERB 5.0 bee sting allergy April 12 L/P Soccer Kinesthetic Spelling Intrapersonal video games

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