Differentiated instruction

DIFFERENTIATED INSTRUCTION

Workshop 1111/12/2011

AGENDA

10:00 – 10:05AM WELCOME

10:05 -10: 15 AM

PRE ASSESSMENT

10: 15 - 12:15 AM M.I. AND L.S

11:45 - 12:00 PM PRAYER BREAK

12:30 – 1:15 PM DIFFERENTIATED LESSON PLANNIG

1:15- 1: 30 PM REFLECTION

ACTIVITY (1)

Pre assessment H.O.1

Time : 10 min.

Ticket to leave activity

ACTIVITY (2)

Learning styles quiz

H.O.2

Time : 10 min.

ACTIVITY (3)

Multiple intelligence quiz

H.O.3

Time : 10 min.

ACTIVITY (4)

What is your interest ?H.O.4

Time : 5 min.

Yes /No activity

CONCLUSION : HOW DO I DIFFERENTIATE?

According to : A) READINESS أوال استعدادالجاهزية Readiness refers to a student's skill level and

background knowledge.  When tasks are too difficult for students, they become frustrated and do not learn effectively.  When tasks are too easy for students, they become bored and do not learn--in spite of the fact that they are earning على .high grades يحصل

والمعرفي المهاري المستوى إلى االستعداد مصطلح يشيرالطالب . بعض يصاب جدا صعبة العمل مهمة تكون فعندما للطالب

عالية بكفاءة التعلم مواصلة عدم إلى تؤدي اإلحباط من بحالةيصwاب جدا سهلة العمل مهمة يكون عندما ذلك من النقيض وعلى

عالية درجات على حصولهم رغم الملل من بحالة الطالب بعض

B)INTEREST اهتمامات

Interest refers a student’s attitude and engagement / تعلق with a topic or unit of ارتباطstudy.

االتجاهات يشير في الطالب اختالف إلى االهتمام مصطلحالدراسة موضع الوحدة أو بالموضوع والتعلق والميول

C)LEARNING PROFILES أنماطالتعلم

Learning Profile refers to the ways in which students will best process what they need to learn. Components of a student's Learning Profile include his/her multiple intelligences , learning styles and learning environments.

الطالب يحتاجها التي المثلى الطرق إلى التعلم أنماط تشيرللتعلم

WHY WE ARE DIFFERENT ?

Let Vygotsky says

Role play activity

H.O.5

WHY WE ARE DIFFERENT ?

وتنظيميا تركيبيا متسقة رئيسية شبكات ثالث بالدماغ يوجدوهي : : معا التعرف- 1ووظيفيا sensoryشبكات

neuron .n :من والمفاهيم واألفكار المعلومات وفهم تحديدمرئية . وأنماط لنماذج معنى تحديد خالل

2 -اإلستراتيجية التخطيط: strategy neuron .nشبكاتوالمهارات األفعال ومراقبة والتنفيذ

3 -االنفعالية التفاعل: emotional neuron .nشبكاتواألنماط النماذج تقييم طريق عن والمهام المهارات مع

عدمه من انفعالية أهمية وإعطائها

Vygotsky 1962.

ACTIVITY (6)

Which side of your brain works ? Right or left?

What does the picture contain?

Time : 10 min.

H.O.6

MULTIPLE INTELLEGENCE 1 -البدني bodily-kinesthetic intelligenceالذكاء

السيطرة على والقدرة بمهارة اليدوية األعمال أداء على القدرة أمثلته ومن. وتنسيقها الحركات على

2 -االجتماعي interpersonal intالذكاء التعاوني العمل على القدرة من ويتكون اآلخرين مع التعwامل ذكاء ويسمى

استعمال ويتضمن اآلخرين مع الشفوي وغير الشفوي االتصال على والقدرةبطريقة معwهم يتفاعل لكي ورغباتهم ودوافعهم اآلخرين ألهداف الشخص فهم

 . والبائع السياسي يفعل كما مرضية3 -الذاتي intelligence interpersonalالذكاء المشاعر من المختلفة جوانبها من ذاته فهم على الشخص قدرة وهو

نسبة لديهم الذين األشخاص أمثلة ومن الذاتي والتأمل الفعل وردود والعواطف . النفس وعلماء والفالسفة الروائيين هم الذكاء من النوع هذا من عالية

4 -الرياضي أو المنطقي logical\ mathematicalالذكاءintelligence

األرقام مع والتعwامل العقلية والمحاكات المنطقي التفكير على القدرة وهوالمحققون يفعwل كما المجردة األنماط على والتعرف عددية أنماط وإنشاء

والفلكيون والعwلماء والمباحث

5) الموسيقي- ) اإليقاعي musical\ rhythmicالذكاءint

والنغمات األصوات تمييز على القدرة وهو

6) اللفظي- ) الشفوي أو اللغوي linguisticالذكاء/verbal int .

الشعر تتضمن التي اللغوية والتراكيب اللغة توليد على القدرة وهوالمجاز واستعمال القصص وكتابة

7 -البصري أو الفضائي visual\\ spatial intالذكاء الغ الصور إبداع على القدرة البصرية فوهو والفنون والتخيل لية

المعماري والتصميم

8 -الطبيعي naturalist intelligenceالذكاء البيئة ومكونات والحيوانات النباتات تمييز على القدرة وهو

والمعادن والتربة الغيوم مثل األخرى الطبيعية واألحداث

LEARNING STYLES PYRAMID

1.LEFT/RIGHT BRAIN DOMINANCE:showing sequential or simultaneous brain processing strategies,reflective or impulsive thinking styles, andoverall analytic or holistic/global learning styles

2.SENSORY MODALITIES:including auditory (hearing, talking, inner dialogue),visual (reading, seeing, visualizing),tactile (manipulating, touching), andkinesthetic (doing, feeling) preferences

3.PHYSICAL NEEDS:identifying needs for mobility (preferences for moving or being

stationary),intake (eating, nibbling, drinking, chewing, etc), andtime of day preferences (personal bio-rhythm)

4. ENVIRONMENT: revealing preferences for sound (needing music/sound or

wanting it quiet), light (needing bright or dim lighting), temperature (needing cool or warm), and work area (wanting formal or informal/comfortable design)

5. SOCIAL GROUPINGS: including preferences for working alone, in a pair,

with peers, or in a team, and authority (wanting to learn with a teacher or a parent)

6. ATTITUDES: showing motivation (internally or externally motivated for

learning), persistence (high, fluctuating, or low), conformity (conforming or non-conforming/rebellious), structure (being self-directed or needing directions, guidance

from others), variety (needing routine or changes/variety)

ACTIVITY (7)

Before and after

Directions :1-In your flip chart table , stick your papers under the suitable multiple intelligence 2- Hang the chart on the board .

Time : 20 min.

H.O.7

SUGGESTIONS FOR USING THE EIGHT MULTIPLE INTELLIGENCES

Identify sounds React to sounds Listen to sounds Write a poem

1)Musical

2) VERBAL/LINGUISTIC

Read it Spell it Write it Listen to it Tell it Recall it Use “you” words Apply it Say it Use mnemonics

3)LOGICAL/MATHEMATICAL

Make a pattern Chart it Sequence it Create a mnemonic Analyze it Think abstractly Think critically Use numbers Prove it Interpret the data Use the statistics

4)VISUAL/SPATIAL

Mind maps Graphic organizers Video Color code Highlight Shape a word Interpret a graphic Read a chart Study illustrations Visualize it Make a chart Create a poster

5)BODY/KINESTHETIC Role play Walkabout Dance Lip sync Skits/charades/mimes Construction Math manipulatives Sign language Sports Activity centers Body language

6)INTRAPERSONAL Use self-talk Work independently Solve in your own way Understand self Journal it Rehearse it Use prior knowledge Connect it Have ownership

7)INTERPERSONAL

Think-Pair-Share Jigsaw Cooperative grouping Drama Debates Class meetings Role play Meeting of minds Peer counseling Tutors/buddies Giving feedback Shared Journals

8)NATURALIST

Label it Categorize it Identify it Form a hypothesis Do an experiment Adapt it Construct it Classify it Investigate it Discern patterns

Re stick the paper again

Count how many mistakes

ASSESSMENT

MORNING TEA/ SALAH 15 minutes to recharge batteries

DIFFERENTIATION(Tomlinson, 1999) When teachers teach students the same thing in the

same way, usually the result is that some students “get it” and some don’t.

Differentiation is the process of “ensuring that what a student learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that student’s readiness level, interests, and preferred mode of learning”.

To gain a better understanding of what differentiated instruction is, it is helpful to compare traditional and differentiated classrooms.

COMPARISON OF TRADITIONAL AND DIFFERENTIATED CLASSROOMS Traditional Classroom Differentiated Classroom Student differences acted upon when problematic

Student differences are studied as a basis for planning

Assessment is most common at the end of learning to see “who got it”

Assessment is ongoing and diagnostic to understand how to make instruction more responsive to learner need

A relatively narrow sense of intelligence prevails

Focus on multiple forms of intelligence is evident

A single definition of excellence prevails

Excellence is defined in large measure by individual growth from a starting point

Student interests infrequently tapped

Students are frequently guided in making interest-based learning choices

Traditional Classroom Differentiated Classroom Relatively few learning profile options are taken into account

Many learning profile options are honored

Whole class instruction dominates

Many instructional arrangements are used

Coverage of texts and curriculum guides drives instruction

Student readiness, interest, and learning profile shape instruction

Single option assignments are the norm

Multi-option assignment are frequently used

A single text prevails Multiple materials are provided

The teacher solves problems Students help other students and the teacher solve problems

A single form of assessment is often used

Students are assessed in multiple ways

DIFFERENTIATED LESSON PLANNING

PLAN FOR DIFFERENTIATION Planning Questions: what do I want all students to

know, understand, and be able to do. Pre-assessment Question: Who already knows,

understands, and /or can use the content or demonstrate the skill?

Differentiation Question: What I can do for him, her, or them so they can make continuous progress a extend their learning?

PRE-ASSESSMENT STRATEGIES Interest and experience inventory End of the previous unit assessment. End of the unit assessment. KWL chart The five most difficult questions Open ended questions

SOME POSSIBLE DIFFERENTIATION STRATEGIES

Learning centers Task cards Socratic dialogue Varied texts Highlighted texts Independent study Tiered centers Interest centers Varied homework Multiple Levels of Questions Role Play 5 E’s Etc………………………………

………………

Flexible groups Jigsaw Tiered assignments Anchor activities Choice Board Diner Menue

Topic

Pre assessment

Group (A)Unfamiliar

Group (B)Some knowledge

Introduction of the lesson to the whole groups and then provide different learning experiences for each group

Learning experiences to meet students needs and their prior knowledge

Learning experiences to meet students needs and their prior knowledge

Anchor learning experiences for whole class and shares work of students from both groups .the class ends their lesson with reflection/discussion

All students are assessed on the same major concept .the method of assessment can be the same so long as the learning experiences for all prepare them well

REFLECTION AND SUMMARY

http://proficient1112s1.wikispaces.com/

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SECONDARY PROFICIENT IN WIKISPACES