Differentiated Instruction Guide

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STKIP SURYADIFFERENTIATED INSTRUCTION GUIDE

LaRaeAlcidor, Wenting (Kayla) Jiang, Robert Lengacher

EME6631 Management of Instructional Development

Instructional Systems

Florida State University

April 17, 2012


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STKIP Surya Differentiated Instruction Guide


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Table of Contents

IntroductionThis guide is designed to help you meet the unique needs of your students by providing effective and funteaching strategies that you can easily incorporate into your lessons.

An Integrated System Focused on Your StudentsThis guide is the final piece in a system of tools designed to help you learn more about your students and widenyour repertoire of teaching strategies. If you have not already done so, please read the Instructors Manual forthis guide. It gives a brief background on what differentiated instruction is and why it is important. The manual

also gives clear instructions for using this guide. Other components in the system include:Learner Analysis ToolsAll components of the Learner Analysis Tools are designed to help you easily gather, analyze, and targetrelevant information about your students.

Learner Analysis Tool: Instructors Manual

Learner Analysis Tool: Online Survey

Learner Analysis Tool: Print Version

Learner Analysis Tool: Data Summary Worksheet

Differentiated Instruction ToolsAll components of the Differentiated Instruction Tools are designed to help you easily select fun, easy, andeffective teaching strategies that match your students needs. These strategies are then incorporated into theofficial lesson plan template at STKIP Surya.

Differentiated Instruction Guide: Instructors Manual

Differentiated Instruction Guide

STKIP Surya Lesson Plan Template.

The Strategies


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This guide features 25 teacher-tested strategies that have been shown to be effective for particular learnercharacteristics. The descriptions are purposefully short to give you a broad overview of the strategy so you cannarrow your search very quickly. When you find a strategy you like, please utilize the links to learn more aboutthe strategy before you implement it with your students. A section is included at the end of this document for

you to add your own strategies.


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ReadinessTargetedStudent

Characteristi

cs

TeachingStrategy

Description ExampleLesson

Plan Phase

R8.MemorizingInformation

Mnemonics A memory aid where a piece ofinformation that must bememorized is associated with ashort saying, sequence, action,or a visual image.

First letter mnemonics: Thefirst letter of each word in amemorable phrase stands for

information in a sequence.

Chunking mnemonics:Breaking a long sequence ofnumbers or words into smallerchunks. The chunks are thenmemorized. Before mobilephones had internal contactlists, phone numbers wereoften organized in this manner.

Read more...http://www.lpg.fsu.edu/charting/InstructionalStrategies/howto-tactics/ht-k1flmne.asp#Activities

English-speaking studentsmay memorize the order ofmathematical operations usingthe following Mnemonic:Please Excuse My Dear, AuntSally. The first letter of eachword, PEMDAS, can be used tosimplify mathematicalexpressions in the following

order:1. Parentheses

2. Exponents

3. Multiplication/Division

4. Addition/Subtraction

More Examples:http://www.learningassistance.com/2006/january/mnemonics.html

ActivationDemonstrati

on
http://www.lpg.fsu.edu/charting/InstructionalStrategies/howto-tactics/ht-k1flmne.asp#Activitieshttp://www.lpg.fsu.edu/charting/InstructionalStrategies/howto-tactics/ht-k1flmne.asp#Activitieshttp://www.lpg.fsu.edu/charting/InstructionalStrategies/howto-tactics/ht-k1flmne.asp#Activitieshttp://www.learningassistance.com/2006/january/mnemonics.htmlhttp://www.learningassistance.com/2006/january/mnemonics.htmlhttp://www.learningassistance.com/2006/january/mnemonics.htmlhttp://www.learningassistance.com/2006/january/mnemonics.htmlhttp://www.lpg.fsu.edu/charting/InstructionalStrategies/howto-tactics/ht-k1flmne.asp#Activitieshttp://www.lpg.fsu.edu/charting/InstructionalStrategies/howto-tactics/ht-k1flmne.asp#Activitieshttp://www.lpg.fsu.edu/charting/InstructionalStrategies/howto-tactics/ht-k1flmne.asp#Activities


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R8.MemorizingInformation

ElaborativeRehearsal

Elaborative rehearsal is amemory technique wherestudents start with a term or aconcept, and then they

continue to describe the topicby adding more details andfacts about the topic. Insteadof simple repetition, theymemorize the concept bybuilding a complete mentalmodel.

Read More:http://www.alleydog.com/glossary/definition.php?term=Elaborative%20Rehearsal

Cat Poem

I like catsI like when they purr

I like their tails, their whiskers,their furI like cats

Theyre called a felineThey nurse their young, whichmakes them a mammalI like cats

Demonstration

ApplicationIntegration

R9. Takingnotes

L3. LearningStylePreference

Seeing

andWatching

Flash Cards A memory aid for definitionsand facts using cards or smallpieces of paper. On one sidethe student writes a vocabularyterm for the concept; On theopposite side the concept isexplained or defined. Studentscan then quiz themselves oreach other by supplying theterm or the definition and thenchecking the other side of thecard.

Examples and explanations:http://muskingum.edu/~cal/database/content/anthropology3.html

Source:http://learningcenter.unc.edu/services/handouts/Note%20Cards


onApplication
http://www.alleydog.com/glossary/definition.php?term=Elaborative%20Rehearsalhttp://www.alleydog.com/glossary/definition.php?term=Elaborative%20Rehearsalhttp://www.alleydog.com/glossary/definition.php?term=Elaborative%20Rehearsalhttp://muskingum.edu/~cal/database/content/anthropology3.htmlhttp://muskingum.edu/~cal/database/content/anthropology3.htmlhttp://learningcenter.unc.edu/services/handouts/Note%20Cardshttp://learningcenter.unc.edu/services/handouts/Note%20Cardshttp://www.alleydog.com/glossary/definition.php?term=Elaborative%20Rehearsalhttp://www.alleydog.com/glossary/definition.php?term=Elaborative%20Rehearsalhttp://www.alleydog.com/glossary/definition.php?term=Elaborative%20Rehearsalhttp://muskingum.edu/~cal/database/content/anthropology3.htmlhttp://muskingum.edu/~cal/database/content/anthropology3.htmlhttp://learningcenter.unc.edu/services/handouts/Note%20Cardshttp://learningcenter.unc.edu/services/handouts/Note%20Cards


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R9. Takingnotes

Outlining A note-taking method based onorganizing topics and subtopicsusing numerals, letters, bullets,

and indentation. Outlines canbe made from textbooks thatinclude headings andsubheadings. The generalstructure of an outline:

1) Main Topica) Subtopic

i) Examples, Definitions,and Details

How To:http://www.sas.calpoly.edu/asc/ssl/notetakingsystems.html#outline

Another Example: (Scroll downto Written Outline)http://muskingum.edu/~cal/database/content/anthropology3.html

Source:

http://www.bu.edu/aldolase/biochemistry/html_docs/Lab3-1_Outline.GIF

Demonstration

Application

R9. Taking

notes


SeeingandWatching

Matrices

(Tables)

A table for organizing multiple

examples for repeatedcategories. Learners may beable to see relationships andpatterns among concepts moreeasily than other methods.Many uses in Science andMathematics.

How To:

Demonstrati

onApplication
http://www.sas.calpoly.edu/asc/ssl/notetakingsystems.html#outlinehttp://www.sas.calpoly.edu/asc/ssl/notetakingsystems.html#outlinehttp://muskingum.edu/~cal/database/content/anthropology3.htmlhttp://muskingum.edu/~cal/database/content/anthropology3.htmlhttp://www.bu.edu/aldolase/biochemistry/html_docs/Lab3-1_Outline.GIFhttp://www.bu.edu/aldolase/biochemistry/html_docs/Lab3-1_Outline.GIFhttp://www.sas.calpoly.edu/asc/ssl/notetakingsystems.html#outlinehttp://www.sas.calpoly.edu/asc/ssl/notetakingsystems.html#outlinehttp://muskingum.edu/~cal/database/content/anthropology3.htmlhttp://muskingum.edu/~cal/database/content/anthropology3.htmlhttp://www.bu.edu/aldolase/biochemistry/html_docs/Lab3-1_Outline.GIFhttp://www.bu.edu/aldolase/biochemistry/html_docs/Lab3-1_Outline.GIF


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http://www.sas.calpoly.edu/asc/ssl/notetakingsystems.html

http://www.sas.calpoly.edu/asc/ssl/notetakingsystems.html#charting

Source:http://www.docstoc.com/docs/36971505/Global-Warming-Note-Taking-Chart

R9. Takingnotes

Cornell Notes An easy way to take notes bydividing the paper into twocolumns: a narrow column onthe left, and a wide column onthe right. Detailed notes arewritten on the right duringclass, and main points areadded to the left column afterclass.

How To:http://lsc.sas.cornell.edu/Sidebars/Study_Skills_Resources/cornellsystem.pdf

http://www.umfk.edu/trio/study/notes/default.cfm

Source:http://www.umfk.edu/images/new/content/trio/cornell_diag.jpg

Demonstration


R9. Takingnotes


SeeingandWatching

ConceptMapping

Concept Mapping is a visualway of taking notes. The main

topic is at the center of thediagram with key conceptsbranching out from the center.

The use of color, thick or thinlines, and pictures in thediagram are encouraged tohelp students make sense ofthe information. This method isespecially liked by visual and

Source:

Demonstration

http://www.sas.calpoly.edu/asc/ssl/notetakingsystems.htmlhttp://www.sas.calpoly.edu/asc/ssl/notetakingsystems.htmlhttp://www.sas.calpoly.edu/asc/ssl/notetakingsystems.html#chartinghttp://www.sas.calpoly.edu/asc/ssl/notetakingsystems.html#chartinghttp://www.docstoc.com/docs/36971505/Global-Warming-Note-Taking-Charthttp://www.docstoc.com/docs/36971505/Global-Warming-Note-Taking-Charthttp://www.docstoc.com/docs/36971505/Global-Warming-Note-Taking-Charthttp://lsc.sas.cornell.edu/Sidebars/Study_Skills_Resources/cornellsystem.pdfhttp://lsc.sas.cornell.edu/Sidebars/Study_Skills_Resources/cornellsystem.pdfhttp://www.umfk.edu/trio/study/notes/default.cfmhttp://www.umfk.edu/trio/study/notes/default.cfmhttp://www.umfk.edu/images/new/content/trio/cornell_diag.jpghttp://www.umfk.edu/images/new/content/trio/cornell_diag.jpghttp://www.sas.calpoly.edu/asc/ssl/notetakingsystems.htmlhttp://www.sas.calpoly.edu/asc/ssl/notetakingsystems.htmlhttp://www.sas.calpoly.edu/asc/ssl/notetakingsystems.html#chartinghttp://www.sas.calpoly.edu/asc/ssl/notetakingsystems.html#chartinghttp://www.docstoc.com/docs/36971505/Global-Warming-Note-Taking-Charthttp://www.docstoc.com/docs/36971505/Global-Warming-Note-Taking-Charthttp://www.docstoc.com/docs/36971505/Global-Warming-Note-Taking-Charthttp://lsc.sas.cornell.edu/Sidebars/Study_Skills_Resources/cornellsystem.pdfhttp://lsc.sas.cornell.edu/Sidebars/Study_Skills_Resources/cornellsystem.pdfhttp://www.umfk.edu/trio/study/notes/default.cfmhttp://www.umfk.edu/trio/study/notes/default.cfmhttp://www.umfk.edu/images/new/content/trio/cornell_diag.jpghttp://www.umfk.edu/images/new/content/trio/cornell_diag.jpg


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artistic students.

How To:http://www.sas.calpoly.edu/asc/ssl/notetakingsystems.html

http://en.wikipedia.org/wiki/File:MindMapGuidlines.svg

R4. Physics

R5.Chemistry

R6. UsingComputers

KWL Charts K- what you KnowW - what you Want to knowL - what you Learned

The teacher completes a three-column chart with the class toactivate their prior knowledgeand generate questions toinvestigate during the lesson.

After the lesson, the classrevisits the chart to record whatwas learned. These charts canbe completed as a class or byindividual students.

Source:https://fc.mcla.edu/[email protected]/FOV1-0001C69E/%20Standard%20D%20Evidence%20Folder/007AEFF2-011EDEAF?Action=IBPicture8

ActivationIntegration
http://www.sas.calpoly.edu/asc/ssl/notetakingsystems.htmlhttp://www.sas.calpoly.edu/asc/ssl/notetakingsystems.htmlhttp://en.wikipedia.org/wiki/File:MindMapGuidlines.svghttp://en.wikipedia.org/wiki/File:MindMapGuidlines.svghttps://fc.mcla.edu/[email protected]/FOV1-0001C69E/%20Standard%20D%20Evidence%20Folder/007AEFF2-011EDEAF?Action=IBPicture8https://fc.mcla.edu/[email protected]/FOV1-0001C69E/%20Standard%20D%20Evidence%20Folder/007AEFF2-011EDEAF?Action=IBPicture8https://fc.mcla.edu/[email protected]/FOV1-0001C69E/%20Standard%20D%20Evidence%20Folder/007AEFF2-011EDEAF?Action=IBPicture8https://fc.mcla.edu/[email protected]/FOV1-0001C69E/%20Standard%20D%20Evidence%20Folder/007AEFF2-011EDEAF?Action=IBPicture8https://fc.mcla.edu/[email protected]/FOV1-0001C69E/%20Standard%20D%20Evidence%20Folder/007AEFF2-011EDEAF?Action=IBPicture8http://www.sas.calpoly.edu/asc/ssl/notetakingsystems.htmlhttp://www.sas.calpoly.edu/asc/ssl/notetakingsystems.htmlhttp://en.wikipedia.org/wiki/File:MindMapGuidlines.svghttp://en.wikipedia.org/wiki/File:MindMapGuidlines.svghttps://fc.mcla.edu/[email protected]/FOV1-0001C69E/%20Standard%20D%20Evidence%20Folder/007AEFF2-011EDEAF?Action=IBPicture8https://fc.mcla.edu/[email protected]/FOV1-0001C69E/%20Standard%20D%20Evidence%20Folder/007AEFF2-011EDEAF?Action=IBPicture8https://fc.mcla.edu/[email protected]/FOV1-0001C69E/%20Standard%20D%20Evidence%20Folder/007AEFF2-011EDEAF?Action=IBPicture8


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R1. ReadingR2. WritingR3.Mathematics

R4. PhysicsR5.Chemistry

TieredAssignments(Blooms

AssessmentChoiceChart)

A chart containing six rows,one each for the differentlevels of cognitive processingin the Revised Blooms

Taxonomy. On each row is anactivity that requires studentsto demonstrate their learningat lower or higher levels of thetaxonomy. Give students achoice in how to demonstratetheir learning based on theirreadiness level and learningprofile. All activities should takeabout the same level of effort.

This strategy is timeconsuming to create andgrade, so it can only practicallybe used once in a while. Fewercategories can be used tomake management easier.

Read more about the RevisedBlooms Taxonomy

http://www.celt.iastate.edu/teaching/RevisedBlooms1.html

More ideas for tieredassignmentshttp://www.derry.k12.nh.us/dvs/differentiation/tiered.pdf

http://www.celt.iastate.edu/teaching/RevisedBlooms1.htmlhttp://www.celt.iastate.edu/teaching/RevisedBlooms1.htmlhttp://www.derry.k12.nh.us/dvs/differentiation/tiered.pdfhttp://www.derry.k12.nh.us/dvs/differentiation/tiered.pdfhttp://www.celt.iastate.edu/teaching/RevisedBlooms1.htmlhttp://www.celt.iastate.edu/teaching/RevisedBlooms1.htmlhttp://www.derry.k12.nh.us/dvs/differentiation/tiered.pdfhttp://www.derry.k12.nh.us/dvs/differentiation/tiered.pdf


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R4. PhysicsR5.ChemistryIn3. Unique

culturalaspectsIn4. FunhomeactivitiesIn5.Problems tosolve athome

P.O.E.(Predict,Observe,Explain)

An activation technique similarto KWL that works well withscience inquiry.Predict: Students are told

about or shown an interestingscience phenomenon.Observe: Students carefullyobserve the phenomenon, andsome may run tests to makeobservations.Explain: Students conductresearch to help them explaintheir observations.

P.O.E.s can relate to studentspersonal lives or interests. Themore unpredictable thephenomenon, the morestudents will learn as theyinvestigate the unexpectedobservations.

Read morehttp://arb.nzcer.org.nz/strategies/poe.php

Famous P.O.E. Task: What doyou predict will happen if I usea sledgehammer to hit theblocks on top of a person lying

on a bed of nails?

Photo source:http://www.physics.ucla.edu/demoweb/images/smashbrickssm.jpg

Activation
http://arb.nzcer.org.nz/strategies/poe.phphttp://arb.nzcer.org.nz/strategies/poe.phphttp://www.physics.ucla.edu/demoweb/images/smashbrickssm.jpghttp://www.physics.ucla.edu/demoweb/images/smashbrickssm.jpghttp://arb.nzcer.org.nz/strategies/poe.phphttp://arb.nzcer.org.nz/strategies/poe.phphttp://www.physics.ucla.edu/demoweb/images/smashbrickssm.jpghttp://www.physics.ucla.edu/demoweb/images/smashbrickssm.jpg


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InterestsTargetedStudent

Characteristi

cs

TeachingStrategy


Plan Phase

In3. Uniqueculturalaspects

In4. Funhomeactivities

In5.Problemsto solve

at home

InquiryQuestions(EssentialQuestions)

Pose questions that will motivateyour students to learn more about thetopic. The key is to choose aquestion that is relevant andmeaningful to your students and thatis essential for them to learn in yourclass. Use information from theLearner Analysis Tool to ask aboutaspects of the students culture.When students attempt to answerinquiry questions, they often learnlarger concepts within a discipline.

Read morehttp://www.authenticeducation.org/ae_bigideas/article.lasso?artid=53

For Papuan students in aphysics class, your inquiryquestion might be:

Why must an arrow be aimedabove a target that is fartheraway?

Concepts encountered:

Newtons Laws of motion,Mass, Velocity, Acceleration,Gravity, Air resistance

ActivationIntegration



In5.Problemsto solveat home

Analogies When teaching complicatedideas, use simpler ideas fromthe students lives and

experiences to illustrate theidea.A good strategy is to think ofhow you would explain acomplicated idea to a smallchild.

Read morehttp://www.coe.uga.edu/twa/PDF/Glyn

In science class, challengestudents to make childrensbooks with colorful pictures,

analogies, and simplelanguage to explain what theyare studying.

Sample challenge: Explainhow an animal cell is like afactory.

Demonstration

Application

Integration
http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=53http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=53http://www.coe.uga.edu/twa/PDF/Glynn_1995.pdfhttp://www.authenticeducation.org/ae_bigideas/article.lasso?artid=53http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=53http://www.coe.uga.edu/twa/PDF/Glynn_1995.pdf


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n_1995.pdf




Problem-BasedLearning(PBL)

Pose a real-world science ormath related problem forgroups of students to solve.Make this highly motivating byusing problems from studentsactual lives and experiences.Students engage in thefollowing: Conduct background

research Make predictions about how

to solve the problem.

Test or study theirpredictions.

Share their results.

Sample problem:

Suggest inexpensive methodsto protect houses fromtsunamis near the coast.

Online PBL Design Guide:http://pbl-online.org/


onApplicationIntegration


DesignChallenge

Similar to Problem-basedLearning, but this has aphysics/engineering focus.Pose a real-world problem thatcan potentially be solvedthrough technology. Make thishighly motivating by using

problems from students actuallives and experiences. Studentsteams follow the engineeringprocess to solve their problem: Conduct background

research Plan a Design proposal.

Create the design (on paper

Sample challenges and guidesfrom the Design Squadwebsite:http://pbskids.org/designsquad/parentseducators/guides/index.html


http://www.coe.uga.edu/twa/PDF/Glynn_1995.pdfhttp://pbl-online.org/http://pbskids.org/designsquad/parentseducators/guides/index.htmlhttp://pbskids.org/designsquad/parentseducators/guides/index.htmlhttp://www.coe.uga.edu/twa/PDF/Glynn_1995.pdfhttp://pbl-online.org/http://pbskids.org/designsquad/parentseducators/guides/index.htmlhttp://pbskids.org/designsquad/parentseducators/guides/index.html


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or the computer) Build the Design

Test the design and collectdata

Revise the design and keepimproving

Share their results.

Photo source:http://pbskids.org/designsquad/pdf/parentseducators/workshop/designprocess_poster.pdf
http://pbskids.org/designsquad/pdf/parentseducators/workshop/designprocess_poster.pdfhttp://pbskids.org/designsquad/pdf/parentseducators/workshop/designprocess_poster.pdfhttp://pbskids.org/designsquad/pdf/parentseducators/workshop/designprocess_poster.pdfhttp://pbskids.org/designsquad/pdf/parentseducators/workshop/designprocess_poster.pdfhttp://pbskids.org/designsquad/pdf/parentseducators/workshop/designprocess_poster.pdfhttp://pbskids.org/designsquad/pdf/parentseducators/workshop/designprocess_poster.pdf


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Learning ProfileTargetedStudent

Characteristi

cs

TeachingStrategy


Plan Phase


Writing

L4. LearningProductPreference

Journaling A daily writing activity wherestudents write in a boundnotebook in response to aprompt provided by theteacher. This is often used toreview material from theprevious lesson or to getstudents thinking about the

topic of the lesson. Journalingusually only lasts for 5 minutesper day, and journals arechecked about once permonth.

Sample prompt: Describe anexample of acceleration thatyou observed yesterday?

Photo Source:http://www.sxc.hu/photo/732913




Talking

ConcentricChatCircles

This strategy is designed tomotivate and build communityamong students as they share

their perspectives on variousquestions. The group is dividedin two, with half of themforming a tight circle in thecenter of the room. Theremaining people then pair upwith someone in the circle. Thefacilitator then poses a

Example Questions What social problem

touches you most right now

and why? What is your favorite class

at STKIP Surya? Why do youlike it?

Photos of Concentric ChatCircles:http://4.bp.blogspot.com/_WcQVYTOJ

ActivationApplicationIntegration
http://www.sxc.hu/photo/732913http://4.bp.blogspot.com/_WcQVYTOJvdU/Sty40jF7uUI/AAAAAAAAC2E/79EJX9tI4SQ/s1600/1.JPGhttp://www.sxc.hu/photo/732913http://4.bp.blogspot.com/_WcQVYTOJvdU/Sty40jF7uUI/AAAAAAAAC2E/79EJX9tI4SQ/s1600/1.JPG


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question for each pair toanswer in a few minutes. Then,either the inner or outer circleis asked to rotate "x" spaces to

the right or left. Anotherquestion is asked for the newpair to discuss.

Read morehttp://www.uvm.edu/~dewey/reflection_manual/activities.html

vdU/Sty40jF7uUI/AAAAAAAAC2E/79EJX9tI4SQ/s1600/1.JPG

http://global-lab.org/mt/BBFall09/Concentric

%20Circle.JPG

L14. Like toreceive help?

L15. Helppreferences

Exit Tickets As students leave class, havethem submit their answer to a

closing question each day astheir ticket out of the room.Half-sheets or scraps of papercan be used for this purpose.

This can be used to check forunderstanding or see if theyhave additional questions.Questions should usually onlyrequire a one-sentence answer.

Sample Questions (a differentquestion each day):

Explain how to calculate 74

What was the mostinteresting thing youlearned today?

What are you still confusedabout from todays lesson?



HearingandListenting

Sing andChant! Auditory learners prefer tohear information to help themlearn. Often, students canremember information if theyput it into a song or a chant.Playing songs or recordings ofbooks and stories is also agreat strategy.

Choose a popular tune or well-known childrens tune andchallenge your students tocreate new lyrics that teachthe math or science conceptyou are teaching. Allowstudents to share their songsin class. This usually results inlots of laughs, but a great deal

http://www.uvm.edu/~dewey/reflection_manual/activities.htmlhttp://www.uvm.edu/~dewey/reflection_manual/activities.htmlhttp://4.bp.blogspot.com/_WcQVYTOJvdU/Sty40jF7uUI/AAAAAAAAC2E/79EJX9tI4SQ/s1600/1.JPGhttp://4.bp.blogspot.com/_WcQVYTOJvdU/Sty40jF7uUI/AAAAAAAAC2E/79EJX9tI4SQ/s1600/1.JPGhttp://global-lab.org/mt/BBFall09/Concentric%20Circle.JPGhttp://global-lab.org/mt/BBFall09/Concentric%20Circle.JPGhttp://global-lab.org/mt/BBFall09/Concentric%20Circle.JPGhttp://www.uvm.edu/~dewey/reflection_manual/activities.htmlhttp://www.uvm.edu/~dewey/reflection_manual/activities.htmlhttp://4.bp.blogspot.com/_WcQVYTOJvdU/Sty40jF7uUI/AAAAAAAAC2E/79EJX9tI4SQ/s1600/1.JPGhttp://4.bp.blogspot.com/_WcQVYTOJvdU/Sty40jF7uUI/AAAAAAAAC2E/79EJX9tI4SQ/s1600/1.JPGhttp://global-lab.org/mt/BBFall09/Concentric%20Circle.JPGhttp://global-lab.org/mt/BBFall09/Concentric%20Circle.JPGhttp://global-lab.org/mt/BBFall09/Concentric%20Circle.JPG


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of review takes place to writethe song lyrics.

L3. LearningStyle

Preference Seeing

andWatching(Visual)

Show Me! Visual learners prefer to seeinformation to help them learn.Add visual images to explainand illustrate what you areteaching. Color coding yournotes may also be helpful forthese students.

As much as possible, drawpictures to accompany yourscience and math concepts.Visually work problems in frontof the class.Video clips are always verypopular, and can be used formotivation too.


on


MovingandActing itOut

Hands-on

Learning

Hands-onLearning

In science classes, havestudents engage in hands-onlabs. Many students enjoy

handling and collecting data onconcrete objects. Whenstudents are asked about anobject, their writing may bemore descriptive if they cantouch the object in addition tolooking at it.

In physics class, teach inertiaby having students attempt toaccelerate an object of little

mass and another object ofmuch greater mass. Havethem make inferences aboutthe masses based on how theyfelt while pushing them. Followthis up with actual massmeasurments.


on

Application


MovingandActing itOut

Act it out! If a student has a hard timesitting still he or she may be akinesthetic learner. They maylike opportunities to move tohelp them learn a newconcept. This may be donewith simple hand motions orfull-body motions of multiplestudents.

If appropriate, in chemistryclass, illustrate the kinetictheory of motion by havingstudents group tightlytogether to illustrate a solid,less tightly and moving toillustrate a liquid, and havethem move quickly separatedfrom each other to illustrate agas.


onApplication


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L14. Like toreceive help?

L15. Helppreferences

Helpwantedcards

Use a two-sided card to helpshy students ask for help. Giveeach student a blank card. Onone side, have them write, Ineed help. On the other side,have the write, Im fine. Itmight be good to color-codeeach side. When a studentneeds help, have him or herturn the I need help side up.As you walk around you willknow who needs extra help.Students who would notnormally ask for help are morelikely to ask for help in thismanner.

Green side up means Imfine; Red side up meansPlease help.

Demonstration


L1. FavoriteLearningActivities

Groupactivities


Talking

Think-Pair-Share

Involves a three step

cooperative activity.

Step 1: Individuals thinksilently about a question posed

by the instructor.

Step 2: Students pair up and

share their thoughts and find acommon answer.

Step 3: Pairs of students share

their answers and thoughts withthe rest of the class

At the end of the activity, the

teacher can summarize the

Photo source:http://www.learnnc.org/lp/media/uploads/2010/07/linguafolio-008.jpg

ActivationApplication
http://www.learnnc.org/lp/media/uploads/2010/07/linguafolio-008.jpghttp://www.learnnc.org/lp/media/uploads/2010/07/linguafolio-008.jpghttp://www.learnnc.org/lp/media/uploads/2010/07/linguafolio-008.jpghttp://www.learnnc.org/lp/media/uploads/2010/07/linguafolio-008.jpg


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activity by teaching the correct

answer and pointing out positivegroup behavior.


Groupactivities


Talking

CooperativeLearningGroups

Students work in small groupsto complete a task. Allstudents contribute equally,but each person plays aspecific role for a particulartask. A list of possible roles: Materials manager:

Collect group materials,distribute materials, andreturn materials whenfinished.

Recorder: Keeps an officialrecord of group work

Timer: Keeps track of thetime

Manager: Encouragesgroup members Makes sureeveryone contributes toanswering the questions

Teaching Tip: Groups of 3 workbest in these activities.

An example from a scienceclasshttp://olc.spsd.sk.ca/DE/PD/instr/strats/coop/beaver.pdf



Groupactivities

JigsawLearningGroups

Another cooperative learningactivity.1. Divide the class into groups

of 4-6 students.2. Break a complicated lesson

Sample task:Mysteries are great tasks forthe Jigsaw format. Eachstudent is given one cluerelated to a case. Only by

Application
http://olc.spsd.sk.ca/DE/PD/instr/strats/coop/beaver.pdfhttp://olc.spsd.sk.ca/DE/PD/instr/strats/coop/beaver.pdfhttp://olc.spsd.sk.ca/DE/PD/instr/strats/coop/beaver.pdfhttp://olc.spsd.sk.ca/DE/PD/instr/strats/coop/beaver.pdf


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Talking

into the same number oftopics or parts.

3. Assign one member of eachteam to learn one of the

lesson parts. Each studenton a team will study andlearn a different piece of thelesson.

4. Later in the class, groupmembers share their part ofthe lesson with otherteammates.

5. The teacher then does awhole-class wrap-up

working together eachperson presenting what theyhave learned about their clue can the case be solved.

Implementing Jigsaw in 10stepshttp://www.jigsaw.org/steps.htm

Additional StrategiesTargetedStudent

Characteristics

TeachingStrategy


Plan Phase
http://www.jigsaw.org/steps.htmhttp://www.jigsaw.org/steps.htm


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Documents

Differentiated Instruction Guide