Session 5

Foundations and Applications of Differentiating Instruction: S3Competencies Four and Five

Foundations and Applications of Foundations and Applications of Differentiating Instruction: Differentiating Instruction:

Competencies Four and FiveCompetencies Four and Five

Session 5Session 5

Learning ContractsLearning Contracts

Foundations and Applications of Differentiating Instruction:Competencies Four and Five

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The Simple Truths of Appreciation

The Human Brain


S3 - 3


S3 - 4

Session 8 - OutcomesKnowledge

Participants will be able to:– Analyze differentiated instructional settings and tasks by

using key terms and principles of differentiation.– Explain links between assessment and instruction in

differentiated classrooms.– Identify and explain ways in which effective differentiation

addresses both cognitive and affective needs of learners.– Identify and explain how and why learning contracts are

helpful in responding to the needs of varied learners.Skills

Participants will be able to:– Plan for effective management of a classroom in which

learning contracts are used.– Plan for the use of learning contracts to meet the specific

learning needs of learners in classrooms.– Extend their professional tools for evaluating the

effectiveness of differentiated approaches to teaching and learning.


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"What is desired is that the teacher cease being lecturer, satisfied with transmitting ready made solutions; his(her) role should rather be that of a mentor, stimulating initiative and research.“

Jean Piaget

Learning Contracts


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Assumptions About Differentiation

• Review the list briefly in groups.• In your groups, discuss the assumptions and

suggest ways in which you might reword items, add to the list, or delete items.

• Share: – An assumption with which you agree and why you

feel it is important– An assumption which you would reword or modify

in some way and why– An assumption which you would add to the list and

why you feel it is important in today’s classrooms


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Learning Contracts

Reading Strategy: Mind StreamingStudents work in pairs to activate

background knowledgeStudent A talks for one minute about the

topic.Student B listens and encourages student A.The roles reverse.Read article:

What are learning contracts? What is the theory behind using learning

contracts?


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What are learning contracts?

• A learning contract is a working agreement between student and teacher concerning how that student will meet specific learning objectives. They can include such things as:

– What the student will learn. – Time period for completion. – What he/she will do to meet these objectives. – How he/she will assess their own learning. – How the teacher will assess their learning.


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Continuum of Learner Satisfaction and Success

• Learner success and satisfaction are key to student motivation and tightly linked to achievement.

• Place the case study learners where you feel they would fall on this continuum of satisfaction with and success in school. Use the room from left to right to represent the continuum.

1 2 3 4 5Very Low Satisfaction Very Low

Satisfaction & Success &

Success


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Video – Learning Contracts

• Look for components of contracts and their general purpose

• Be attentive of the goals the teacher is addressing

No single strategy is imperative in a differentiated classroom.

In fact, many strategies can help teachers instruct a wide range of students in response to their needs as well as requirements of the

curriculum.


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Discussion Questions After Viewing Video

• What are the elements in designing and using a learning contract effectively?

• In what ways does a learning contract help a teacher address both the cognitive and affective needs of a range of learners?

• How might you use a learning contract to benefit the range of learners in your classroom?


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Analyzing Learning Contracts in a Differentiated Classroom

Some Traits of Effective Differentiation

Some Traits of Effective Curriculum and Instruction

•Is planned in advance of the lesson•Is rooted in student need•Is derived from ongoing assessment•Respects each learner•Builds community•Involves students as decision makers•Demonstrates teacher-student partnerships in learning•Focuses on growth vs. competition•Scaffolds growth for each learner•Supports successful collaboration•Addresses readiness, interest, and learning profile•Teaches students to take responsibility for their own learning•Stretches each learner•Supports success of each learner

•Promotes understanding•Is engaging•Focuses activities tightly on goals•Is coherent to the learner (sensible, organized to promote retention and use)•Helps learner feel more purposeful and powerful•Requires high-level thinking•Is fresh, surprising, interesting•Provides choices•Is clear in expectations•Calls on students to use what they learn in interesting and important ways •Involves students in setting and working towards goals


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Reviewing Learning Contract Plans

• Learning Goals• Preassessment Plans• Tasks• Time Lines• Working Guidelines• Introducing the Learning Contract• How work will be graded• Assigning students to contracts• Giving directions• Monitoring student work and progress• Checking work for quality• Turning work in

Documents

Session 5