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Differentiated Instruction: Adapting the Product. Workshop 3. Facilitated By Sara Fridley & Kathleen West Region 3 Education Service Agency [email protected] [email protected]. Workshop Outcomes. Share and reflect on lesson planning - PowerPoint PPT Presentation
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Differentiated Instruction:Adapting the Product
Facilitated BySara Fridley & Kathleen West Region 3 Education Service [email protected]@k12.sd.us
Workshop 3
Workshop Outcomes
Share and reflect on lesson planning
Review understanding of how to differentiate the “process”
Increase understanding of how to differentiate the “product”
Indicators that students DO NOT understand where the unit/lesson is headed. They ask:
Why are we doing this? Does this count? How am I doing? How does this relate to . . .? Is this right? Is this what you want? They don’t know how to prepare for the
culminating assessments.
Indicators that the unit/lesson WILL NOT be effective: The textbook seems to be the only source of content
to be understood. There is little or no inquiry, exploration, or
questioning. Unit/lesson design assumes the students have all
needed performance skills without adequate time to practice/rehearse.
Students seem unprepared for/surprised by final assessment/performance tasks.
Unit/lesson seems driven more by the goal of “coverage” than by the students’ needs to make sense of and use the content in meaningful ways.
“The Equalizer”
One way to think about readiness variance using the same topic – can be a guide to Tiering Assignments.
Essential Question
How might you use “The Equalizer” to address varied readiness levels, interests, learning profiles, and talents in your own classroom to benefit the range of learners you teach?
Key #3 – Adapt Product
Students have choices of product Students use key skills to create product
– Bloom’s Taxonomy– Multiple Intelligence Theories
Common focus– Vary student activities– Vary complexity
Create Multiple Paths For Learning
Key Conceptor
Understanding
StrugglingWith TheConcept
SomeUnderstanding
UnderstandThe
Concept
READINESS LEVELSReaching Back Reaching Ahead
When Tiering – Adjust . . .
Level of Complexity Amount of Structure Materials Time/Pace Number of Steps Form of Expression Level of Dependence
Tiered Assignments Based on Multiple Intelligences
Choices of process or product Match the Tier with the Intelligence
– Gardner Theory– Sternberg Theory
Tiered Assignments Rationale – “when tasks are well beyond the
grasp of students, those students do not learn.”– Burn out
Rationale – “advanced learner may make A’s when tasks are too easy for them, but they also do not learn.”– Tedium
Zone of Proximal Development– “we learn only when tasks are a little too hard for
us and a support system is available to help us.”– Moderate Challenge
Indicators of Effective Tiers Tiers are squarely focused on essential
knowledge, understanding, and skill Tiers are equally engaging to students Pre-assessment formed basis for assigning
students to tiers ALL students must think at a high level to
complete task Support system is in place Students understand the task and why they
are not all doing the same thing
Layered Curriculum
Kathie Nunley– “C” Level (knowledge base)– “B” Level– “A” Level (highest level thinking skills)
Layers based on Bloom’s Taxonomy Each student makes choices from ALL
layers
Differentiated & Tiered Lesson Resources Kathie Nunley’s Layered Curriculum
– http://www.help4teachers.com/
Indiana Dept. of Ed Gifted & Talented– http://www.doe.state.in.us/exceptional/gt/tiered_curriculum/w
elcome.html
Regina, Saskatchewan Schools– http://www.saskschools.ca/curr_content/bestpractice/
– Check out their other resources too
Washington and Lee University– http://teachereducation.wlu.edu/courses/practicum/Differenti
ation.htm