Differentiated Differentiated Instruction: Instruction: Adapting the Process Adapting the Process & Planning Lessons & Planning Lessons Facilitated By Facilitated By Sara Fridley & Kathleen West Sara Fridley & Kathleen West Region 3 Education Service Agency Region 3 Education Service Agency [email protected][email protected][email protected][email protected]Workshop 2
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Differentiated Instruction: Adapting the Process & Planning Lessons Facilitated By Sara Fridley & Kathleen West Region 3 Education Service Agency [email protected].
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Differentiated Instruction:Differentiated Instruction:Adapting the Process Adapting the Process & Planning Lessons& Planning Lessons
Facilitated ByFacilitated By
Sara Fridley & Kathleen WestSara Fridley & Kathleen West
Region 3 Education Service AgencyRegion 3 Education Service Agency
Increased understanding of how to Increased understanding of how to differentiate the “process”differentiate the “process”
Increased understanding of content Increased understanding of content standards and of standards-based lesson standards and of standards-based lesson planningplanning
Begin creation of a differentiated Begin creation of a differentiated lesson/unit to be used in your own lesson/unit to be used in your own classroomclassroom
Let’s Share!Let’s Share!
What Differentiated Instruction strategy did What Differentiated Instruction strategy did you try in your own classroom?you try in your own classroom?
How did it work?How did it work? Is there anything you want to do differently Is there anything you want to do differently
in the future?in the future? Is there a strategy you want to use in the Is there a strategy you want to use in the
future?future?
Key #1 – Adapt ProcessKey #1 – Adapt Process
Students use key skillsStudents use key skills– Bloom’s TaxonomyBloom’s Taxonomy– Multiple Intelligence TheoriesMultiple Intelligence Theories
Manipulation & MovementManipulation & Movement Critical to kinesthetic/tactile learners!!Critical to kinesthetic/tactile learners!!
Good ResourcesGood Resources– Learning on Their FeetLearning on Their Feet– Minds in Motion Minds in Motion
Where Do Butterflies Come From?Where Do Butterflies Come From?
Ever wonder where a butterfly comes from? It comes from a chrysalis (KRIS-uh-liss) which is also called a pupa. A chrysalis looks like a tiny leathery pouch. You can find one underneath some leaves in the summer.
Some animals don't change much as they grow up. Think about it: someone your age looks a lot like a grown-up. Grown-ups have more wrinkles and gray hair. But they still have two arms, two legs and one head—just like you.
We're going to meet an animal that's very different—the butterfly. Butterflies go through four life stages, and they look very different at each stage.
High Quality ResourcesHigh Quality Resources
Marco Polo – curriculum resourcesMarco Polo – curriculum resources– http://www.marcopolo-education.com
» ReadWriteThinkReadWriteThink
» IlluminationsIlluminations
» ArtsEdgeArtsEdge
» EconEdLinkEconEdLink
» National Geographic ExpeditionsNational Geographic Expeditions
» ScienceNetLinksScienceNetLinks
» EdSitementEdSitement
Time For LunchTime For Lunch
Come back Come back at 1:00at 1:00
The 4 Hats of a TeacherThe 4 Hats of a Teacher DiagnosticianDiagnostician
– Who am I teaching?Who am I teaching?
Program Design EngineerProgram Design Engineer– What are students expected to learn?What are students expected to learn?
Project ManagerProject Manager– How are students demonstrating their knowledge?How are students demonstrating their knowledge?
AssessorAssessor– Does the student product reflect/demonstrate Does the student product reflect/demonstrate
understandings but also challenge them to stretch?understandings but also challenge them to stretch?
Program Design Engineer HatProgram Design Engineer Hat
What are my students expected to What are my students expected to – KnowKnow
– UnderstandUnderstand
– Be able to doBe able to do
Unpack your Content Standard(s)Unpack your Content Standard(s) What does this Content Standard mean in terms of What does this Content Standard mean in terms of
student work?student work? The Content Standard is the The Content Standard is the BARE MINIMUMBARE MINIMUM!!
Teaching the Standard is Not the Teaching the Standard is Not the Same as Teaching to the TestSame as Teaching to the Test
Adapting the Process: Adapting the Process: Pre-assessment in a Differentiated Pre-assessment in a Differentiated
ClassroomClassroom
Provides a baseline of Provides a baseline of prior knowledgeprior knowledge
Helps set a high ceilingHelps set a high ceiling Capitalizes on interests, Capitalizes on interests,
How are my students demonstrating their How are my students demonstrating their knowledge?knowledge?
What evidence will I collect?What evidence will I collect? Do I record a grade for it?Do I record a grade for it? Do I have a balance between summative Do I have a balance between summative
and formative assessments?and formative assessments?
Let’s Build a LessonLet’s Build a Lesson
Standards basedStandards based What pre-assessment could you use?What pre-assessment could you use? Understanding By DesignUnderstanding By Design ““Four Stages” of lesson designFour Stages” of lesson design