8/16/2014 1 Differentiation and Culturally Responsive Instruction Dr. Gloria D. Campbell-Whatley Collaboration and Diversity 8673 Definition of Differentiation “Proactive planning process that incorporates varied approaches to teaching students what they need to learn, how they will learn it, and/or how they can demonstrate what they have learned in order to maximize each student’s growth and individualized success.” 3 Design of Differentiated Instruction 4 Pre-Assessment Systematic Identification of a studen's present levels of performance Curriculum State & Local Standards/Goals Benchmarks Content The "WHAT" of teaching Process The "HOW" of teaching Environment The "WHEN & WHERE" of teaching Summative Evaluation Product Individual Learner readiness/ability/interests learning style/talent prior knowledge
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8/16/2014
1
Differentiation and Culturally Responsive Instruction Dr. Gloria D. Campbell-Whatley
Collaboration and Diversity
8673
Definition of Differentiation
“Proactive planning process that incorporates varied approaches to teaching students what they need to learn, how they will learn it, and/or how they can demonstrate what they have learned in order to maximize each student’s growth and individualized success.”
3
Design of Differentiated Instruction
4
Pre-Assessment
Systematic Identification
of a studen's
present levels of performance
Curriculum
State & Local
Standards/Goals
Benchmarks
Content
The "WHAT"
of teaching
Process
The "HOW"
of teaching
Environment
The "WHEN & WHERE"
of teaching
Summative Evaluation
Product
Individual Learner
readiness/ability/interests
learning style/talent
prior knowledge
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2
Description of Differentiation
5
Fully Differentiated
Not Differentiated
6
The Mixture
Proactive vs. Reactive…
Tw
o A
pp
roa
che
s t
o
Dif
fere
nti
ati
on
Content Demands 1 1
Facts About the Learner 4
Mismatch Between Learner & Demands 5
Product
Demands 3
Process
Demands 2
Retrofitting
Content Demands 2 1
Facts About the Learner 1
Mismatch Between Learner & Demands (recursive)
Product
Demands 3
Process
Demands 4
Universal Design
Learning
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3
Retrofitting
Content, Process, & Product…
Maximizing the
Retrofitting Approach…
Ma
kin
g t
he
Co
mp
ari
son
Emphasis
Guiding Questions
Positives vs. Perceived Deficits
Identifying Mismatches
Brainstorm Solutions
Which students are at risk?
What are the students strengths, interests, and learning preferences?
teacher lecture and teacher and student demonstration on board or overhead transparency; state adopted grade-level math textbook
• Process Demands: – Teacher models solving new
materials
– Student volunteers selected to put answers on the board; Two or three high-achieving students usually selected to model solving of problems similar to those solved by the teacher on the board; with immediate public correction; students begin independent practice in class; uncompleted portions assigned for homework
• Product Demands: – Four nights a week, assigned odd-
numbered homework problems from the book
Brainstorming Solutions
Activities
Collect data to see which type of problems she refuses to do
Increase the use of partner and group work
Allow her to select one problem a day she does not want to do
Vary tasks and allow choice so that students with various strengths have an opportunity to use them