3. AGENDA
3
Goals for the Day
Differentiated Instruction in our classrooms
Break
Core Practices & Differentiated Instruction
Video Activity: Slide 25 (Mr. Bean)
A personal experience
Lunch
Departmental Activity
4. GOALS FOR THE DAY
4
1.
Learn about DI resources, supports and
strategies
2.
Evaluate our own practice of applying
differentiated instruction within our
classrooms
3.
Develop an activity applying the
principles of differentiated instruction
9. “A LEARNING STYLE is the way each learner
begins to concentrate on, process, and retain
new and difficult information.”
(Rita Dunn Ph. D.)
9
10. LEARNING STYLES
10
Visual/Spatial: Learning through seeing.
Verbal/Linguistic: Learning through
hearing
Body/Kinesthetic: Learning through
movement, action, and hands on activities
Logical/Mathematical: learning through
11. LEARNING STYLES
11
Musical/Rhythmic: Learning through
music
Interpersonal: Learning through others’
emotions
Intrapersonal: Learning through one’s
inner emotions
Naturalist: learning through a connection
12. LEARNING STYLES
12
Fill out the
questionnaire for
yourself.
At your tables,
discuss the following
question
QUESTION: is your
instructional practice
influenced by your
own learning style?
13. LEARNING STYLES
13
YES: what can you do to cater
your lessons to a variety of
learning styles?
NO: what are you doing to
accommodate a variety of
learning styles?
18. 18
LEARNING GOALS & SUCCESS
CRITERIA
LEARNING GOALS
statements
that describe, for
students, what
they should know
and be able to do
by the end of a
period of
instruction.
SUCCESS
CRITERIA
Brief
Descriptive
statements, in
specific terms, of
what successful
attainment of the
learning goals
looks like
19. CORE PRACTICE:
QUESTIONING
19
Gathers evidence about students’ current level
of knowledge and skills, as well as their
attitudes, interests and learning preferences
Guides students’ thinking on a topic, and focus
their efforts to achieve learning goals
Provides information to differentiate instruction
Makes students’ thinking visible so teachers
can detect confusions and misconceptions
20. TIPS TO IMPROVE
QUESTIONING
20
Find alternatives to asking questions of
whole class
Try not to always be the quarterback
Conduct frequent checks for understanding
Talk to students while they are working
Regular one on one conferences
21. 21
CORE PRACTICE:
FEEDBACK
“…if assessments are to support
improvements in student learning, their
results must inform students how
to do better the next time.
Rick Stiggins
22. 22
CORE PRACTICE:
FEEDBACK
Describes student performance
Purpose is to reduce the gap between
the student’s current level of
understanding and/or performance and
a desired goal
Has powerful effects on student
engagement and learning
23. CORE PRACTICE: SELF
ASSESSMENT
23
Provides meaningful feedback to
teachers about students’ learning needs
Equips student with the skills to answer
Where am I going?
Where am I now?
How do I close the gap?
Where to next?
24. CORE PRACTICES: VIDEO
24
Watch the video, keep the following
question in mind.
QUESTION: which of the four core
practices would have saved Mr. Bean from
his precarious situation?
28. INSTRUCTIONS
28
Using Assessment for Learning, each
department is to choose an assignment(s)
and evaluate it(them) according to page
given;
The department is to consider how to alter
assignment if this is necessary so it is in
accordance with Assessment for Learning
In the Fall/07 DI Teachers guide, it states that the reasons as to why we differentiate is:To help all students learnTo increase student motivation and achievement To connect with adolescent learners and To help adolescents become independent learners.As educators we can always build our capacityWe have had three roll-outs regarding DI:Gr2/Gr7-8/now Gr9-10
Gardner's theory was first espoused in his 1983 book, Frames of Mind: The Theory of Multiple Intelligences.Gardner believes “that the brain has evolved over millions of years to be responsive to different kinds of content in the world. Language content, musical content, spatial content, numerical content, etc. And all of us have computers that respond to those kinds of contents. But the strength or weakness of one computer doesn't particularly correlate with the other computer.”
Assessment allows teachers and students to know how they aredoing—what they are learning, what needs re-teaching, and how torevise. The root of the word “assess” means “to sit beside,” and thatis a useful image to keep in mind in understanding the teacher’s roleas assessor. The teacher sits beside a student as she works on a challengingproblem, asking questions, offering feedback.
This the definition found in guide p. 11. Show them where it is.
Show this slide after discussion to add any information not covered and you can also add the additional notes below to your presentation if needed.Other ideas can be added such as:You need to direct your attention toward those who do not have the answer. Use a think-pair-share strategy to ensure that all students are engaged in thinking.Hand the responsibility for talking over to the students. Have students ask and answer their questions.Use thumbs up, down or horizontal and follow up where necessary.Move around the class and ask students a key question for understanding.One or two minute conferences to check understanding of key concepts…thus we avoid having “invisible students in the class.
The reason we emphasize feedback in assessment for learning. Katz called in pushback in his September presentation to us all.
Read the definition and show where they can find more information in the guide on p. 13
Read the definition and show where they can find more information in the guide on p. 13
