http://es-learningsupport.ism- online.org/files/2010/08/ differentiation.jpg WELCOME
Jan 03, 2016
AGENDA
I. Review• Differentiating the Learning Environment through a class meeting
II. Learn about how to differentiate the content by learning about differences between:• Tiering–Modeling a lesson that is tiered “Don’t Force Me!”
• Scaffolding• Compacting
III. Station work time
• This lesson may be scaffolded with further understanding of differentiating the learning environment to plan for differentiating content.
IV. Anchor Activity: • Used QR codes in your lessons
Scaffold: Download a QR code appCompact: Make one of our own QR codes
Essential Question: “In what ways can I re-teach skills or ideas for struggling learners and/or extend the thinking of advanced learners to allow for all students to master the same objective while keeping them engaged and appropriately challenged?”
TIERED INSTRUCTIONA PLANNING STRATEGY FOR MIXED ABILITY CLASSROOMS
“A Different Spin on an Old Idea.”
SOURCE: based on work by Carol Ann Tomlinson
J
• Assignments• Activities• Centers & stations• Learning contracts• Assessments• Materials• Experiments• Writing prompts• Homework
WHAT CAN BE TIERED?
WHAT IS TIERED INSTRUCTION?
Teachers use tiered activities so that all students focus onessential understandings and skills but at different levels of complexity, abstractness, and open-endedness.
By keeping the focus of theactivity the same, butproviding routes of access atvarying degrees of difficulty,the teacher maximizes thelikelihood that:
1) each student comes away with pivotal skills & understandings2) each student is appropriately challenged
CREATING MULTIPLE PATHS FOR LEARNING
Key Conceptor
Understanding
StrugglingWith TheConcept
Some Understanding
UnderstandThe
Concept
READINESS LEVELS Reaching Back Reaching Ahead
IDENTIFY OUTCOMESWHAT SHOULD THE STUDENTS KNOW, UNDERSTAND,
OR BE ABLE TO DO?
THINK ABOUT YOUR STUDENTSPRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE
INITIATING ACTIVITIESUSE AS COMMON EXPERIENCE FOR WHOLE CLASS
GROUP 1TASK
GROUP 2 TASK
GROUP 4 TASK
GROUP 3TASK
WHEN TIERING, ADJUST:
• Level of Complexity• Amount of Structure• Materials• Level of Dependence
• Time/Pace• Number of Steps• Form of Expression
http://pdsupport.cmswiki.wikispaces.net/
STATIONS• STATION 1: Resource Station
In this station, you explore the wiki
• STATION 2: Learning more about Differentiating the Learning Environment This station is an example of scaffolding this lesson; station can be teacher led or online.
• STATION 3: Looking at Examples and Developing Lessons using scaffolding or compacting
• STATION 4: How to make QR codes This is an example of compacting this lesson; this station is for those that have mastered differentiating learning environment and content through scaffolding and compacting.
Essential Question: “In what ways can I re-teach skills or ideas for struggling learners and/or extend the thinking of advanced learners to allow for all students to master the same objective while keeping them engaged and appropriately challenged?”
• Create a lesson plan using the Vance template: make instructional decisions to differentiate your content based on knowledge of students
• Bring an upcoming lesson for after Dec 3 to the next session
Friendly Reminders• Continue to gain knowledge of students and bring
info to next session