transcript
- Slide 1
- Connie Papineau UNE 610 July 28, 2009
- Slide 2
- A little bit of instructions first! To access all underlined
hyperlinks throughout this presentation; Highlight link, right
click then select open hyperlink. Please Enjoy!
- Slide 3
- Differentiated Instruction Basics Student centered instruction
Teaching strategies focus on students multiple learning styles A
way of cognitively approaching teaching and assisting learning for
all students in the multi- ability classroom
- Slide 4
- Carol Tomlinson defines differentiated instruction as--- The
process of ensuring that what a student learns, how the student
learns, and how the student demonstrates what he/she has learned
matches that particular students interests, readiness level and
preferred mode of learning. Highlight hyper link right click.
Select open hyperlink.
- Slide 5
- What We Have Done Most schools have cookie cutter students
Creating cookie cutter assignments Taking cookie cutter assessments
(Tomlinson, 2001)
- Slide 6
- NO NO NO MORE!
- Slide 7
- Multiple Intelligences and Learning Styles An intelligence is
the ability to solve problems, or create products that are valued
in one or more cultural settings. Frames of Mind, 1983 Howard
Gardner
- Slide 8
- Howard Gardner claims that all human beings have multiple
intelligences. These multiple intelligences can be nurtured and
strengthened, or ignored and weakened. He believes each individual
has nine intelligences:
- Slide 9
- What does the Theory of Multiple Intelligences (M.I.) Mean to
the Student? Verbal-Linguistic Intelligence reading, seeing,
hearing words, speaking, writing, discussing, & debating
Mathematical-Logical Intelligence working with patterns and
relationships, classifying, categorizing, working with the
abstract
- Slide 10
- Musical Intelligence melody, singing, listening to music and
melodies Visual-Spatial Intelligence working with pictures, colors,
visualizing, drawing
- Slide 11
- Bodily-Kinesthetic Intelligence toucing, moving, processing
knowledge through bodily sensations Interpersonal Intelligence
sharing, comparing, interviewing, cooperating.
- Slide 12
- Intrapersonal Intelligence working alone, doing self paced
projects, having space, reflecting Naturalist Intelligence working
in nature, exploring things, learning about plants and natural
events
- Slide 13
- Existential Intelligence -- sensitivity and capacity to tackle
deep questions about human existence, such as the meaning of life,
why do we die, and how did we get here
*http://www.thirteen.org/edonline/concept2class/mi/index.htmlhttp://www.thirteen.org/edonline/concept2class/mi/index.html
Highlight all hyperlinks, right click. Go to open hyperlink to
explore web sites
- Slide 14
- What does the Theory of Multiple Intelligences (M.I.) Mean to
the
- Slide 15
- How can I include numbers, classifications, critical-thinking
and calculations in my lessons? When can I include reading,
writing, and speaking in my lesson? How can I include visuals,
colors, art, graphs, and pictures in my lessons? Can I put music,
sounds, and rhythms into a lesson?
- Slide 16
- Where can I put movement, exercise, drama, and crafts into a
lesson? Where can I include private learning into a lesson? How can
I include group work, peer sharing, and discussion into a lesson?
Where can mother nature fit into a lesson?
- Slide 17
- Ok, so you know your students learning styles, now what?
Tomlinson (Tomlinson, 2001) suggests that you begin by
incorporating a few different learning styles that you are
comfortable with and you will hit many of your students preferred
styles. Visual Auditory Kinesthetic Whole to part Part to
whole
- Slide 18
- How Can we use MI in the Classroom?
- Slide 19
- Focus on one thing at a time to change in your curriculum
Lesson Design- team teaching, lessons incorporating several MI
theories, student opinions valuable Interdisciplinary Units-
Projects created with differentiation in mind with something for
all with the end learning results the same Assessments that allow
students to show what they have learned Mastery- gaining mastery of
a skill or concept allows the student to own "it *(Guignon,
1998)
- Slide 20
- Use student centered lessons and student choices in your lesson
when giving choices (these are just a few) Incorporate web quests
I-searches Design-a-day Group investigation
- Slide 21
- Use multiple assessments before, during, and after lessons
Pre-assessments: this is essential for planning and diagnosis of
student needs (Chapman 2005) What does that student know? Do the
students have any experiences in the area? What skill level is the
student? What is the students overall readiness?
- Slide 22
- Pre- assessment strategies Informal Response cards High to low
cards Agree/disagree charts Survey Formal Open ended questions
Multiple choice True false Matching
- Slide 23
- A Few On Going Assessment Strategies Post it notes on various
answers in text Game pieces placed on boards Cash in- students
write three words on cash register tape and pass it on Note taking
Highlighting Graphic organizers Label it Concrete shape fill
ins
- Slide 24
- Final Assessments Rick Sciggins Assessment linked to standards
This will link you to a podcast transcript that defines standards
based final assessments. Tomlinson believes that traditional
testing is a system that can be changed if everyone (parents,
students, and staff) are on the same page. Tomlinson 2001 Highlight
all hyperlinks, right click. Go to open hyperlink to explore web
sites
- Slide 25
- Differentiated Final Assessments Travel Brochures Puppet Shows
Newspaper Article Interviews Letters to the editor Poem writing
Authentic Recipes Teach a class Design a web page Complete a web
quest
- Slide 26
- Now What? Great, you have now taken the first steps toward
differentiated instruction in the classroom! But wait; there are
some great sources to help you along the way.
- Slide 27
- Learning Styles Inventory Resources
learning-styleonline.com/inventory/questions learning Styles Quiz
Printable Learning Styles Inventory These are just a few. You can
also find many that you can copy for your students. Highlight the
hyperlinks, right click, open hyperlink.
- Slide 28
- Student Interest Inventory Getting to know your students is
very important. What do they like? What do they do in their free
time? Here is a very user friendly Student Inventory that you can
print and keep handy all school year long STUDENT INTEREST
INVENTORY LINK Highlight hyperlink,right click, select open
hyperlink.
- Slide 29
- STUDENT INTEREST INVENTORY Adapted from: Holzschuher (1997).How
to Handle Your Classroom. Name______________________
Date______________________ 1. My favorite school subject is
_______________________________. 2. My friends are
__________________________________________. 3. I like to read books
about __________________________________. 4. Things I like are
_________________________________________. 5. My favorite color is
_______________________________________. 6. I would like to take a
vacation to ____________________________. 7. In my free time I like
to ____________________________________. 8. My favorite food is
_______________________________________. 9. My favorite song or
movie is _______________________________. 10. What I liked least
about school is ____________________________. 11. If I had 50
dollars, I would _________________________________. 12. In the
future, I would like to be a ____________________________. 13. If I
could invent something to make the world a better place it would be
_______________________________________________________. 14. The
person I most admire is ___________________________. The reason I
admire this person is because__________________________.
_________________________________________________________. 15.
Things I dislike are ______________________________________. 16. My
favorite sport is _______________________________________. 17. My
hobbies are __________________________________________.
- Slide 30
- The following two slides will have basic lesson plan designs
for differentiating your lessons
- Slide 31
- Pyramid Diagram Task 1Task 2Task 3Task 4
- Slide 32
- Differentiated Lesson Plan Template Grade Level_______________
Developed by__________________ Subject___________________
Concept__________________ _____ Planning: What Students will: KNOW
UNDERSTAND DO Standards, content Principles, Generalizations
Objectives, Outcomes 1 1 1 2. 2. 2 3. 3 3 4. 4 4 Essential
Questions: Pre-Assessment: Assessment: Number of Students Level one
Level two Level Three Level Four Re-teaching Concepts: Subject /
Name of Activity or idea: (Grade levels): Rationale: (Include
Benchmarks, if applicable) DI Strategy: (i.e., Cubing, contracts,
tiered lesson) Differentiate What? (Content, Process, and/or
Product) Differentiate How? (i.e., Readiness, interest and/or
learning profile) Resources Needed: Teacher Preparation:
Explanation: (Include approximate time to complete project, grading
rubric and any forms or worksheets, if applicable.) Available at
http://www.tandl.leon.k12.fl.us/lang/Lessontemplate.htmlhttp://www.tandl.leon.k12.fl.us/lang/Lessontemplate.html
Highlight link right click. Select open hyperlink.
- Slide 33
- Differentiated Instruction Very helpful web sites to explore
Differentiated Instruction Scavenger Hunt Can Novice Teachers
Differentiate? Yes! DI extras Differentiate: Why Bother Classroom
example of Differentiation Differentiation in the classroom example
2
- Slide 34
- References Guignon, A. (1998). Multiple Intelligences: A theory
for Everyone. Retrieved July 21, 2009, from Education World:
http://www.education- world.com/a_curr054.shtml Tomlinson, C. A.
(2001). How to Differentiate Instruction in Mixed Ability
Classrooms (second ed.). 2001: ASCD Publications.