Truly Differentiated Instruction Workshop Overview
Explore a workshop agenda focused on differentiated instruction, including activities such as Compass Points, Jigsaw strategy, Macbeth lesson adaptation, and more. Participants engage in discussions and activities to enhance their teaching strategies.
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Truly Differentiated Instruction Dennis Yarmouth Public Schools January 15, 2015 Debra Block, Ph.D. Consultant for Teachers21
Workshop Agenda I. Ice Breaker: Compass Points II. Overview of DI III.Where Does the Story Begin? IV.The One Sentence Project and Macbeth V. A Different Model for Questioning VI.Model Curriculum Units VII.Set and Varied VIII.Pass the Baton IX.What s Next??
Compass Points Compass Points Excitement Worries Differentiated Instruction Needs Suggestions
How to Jigsaw Divide into groups and have each group take on one component of a story, article, subject content, etc. Each group masters its content and decides on the best way to present its area of expertise . Works as a great way to review elements of fiction, subject area content, steps to solve a problem. It allows students to go deep, take ownership, and demonstrate mastery.
Where Does Our Story Start? John Demos, The Unredeemed Captive, pp 3-9. http://tinyurl.com/ofbbl4r 1. please read the selection you have been given 2. family began in the location described in your reading be prepared to explain to the other groups how the story of the Williams 3. note any questions you have
WHERE DOES LEARNING BEGIN?? Now think about the students in your class. Where does the story of their learning begin? Do all of their stories begin in the same place? Turn to the person sitting to your right. Briefly discuss where learning begins in your classroom. There are no right or wrong answers here. Be prepared to present your partner s answer to the group.
The One Sentence Project and Macbeth http://betterlesson.com/lesson/566373/what-s-your-sentence-tomorrow-and-tomorrow-and-tomorrow-introducing-macbeth-by- william-shakespeare 1. How does this lesson provide for differentiation? 2. How does the teacher adapt the lesson once it is already in progress? 3. How might you shift the focus or sequence of one of your lessons? How did considerations about differentiation affect the choices in the lesson shifts? Share with a colleague (different from the one before).
INTEGRATIVE QUESTIONING MODEL TEXT DEPENDENT Question can be answered using everything in front of you the book, the problem, the experime TEXT EXTENDER One hand on the text, the other reaching out to information they either know or can find out ANALYTIC Brings together several pieces but posed BY THE TEACHER CREATIVE Also brings together several pieces, but generated BY THE STUDENT and demonstrates internalization of the concepts/ideas taught
Going From Text Dependent to Text Extender Questions What Constitutes Text? How do we extend from the text??
Going From Text Dependent to Text Extender Questions Final Jeopardy Question, Semifinal Round, Champions of Decades, 5/7/14 Category: Supreme Court Decisions On December 20, 1956, the court s ruling in Browder v. Gayle went into effect, bringing an end to this 381 day event.
Sample Questions Text Dependent: How many more electors did MA have in 1800 than it did in 1900? 2000? Text Extender: 1. In what election did Massachusetts have its greatest influence in electing a president? 2. In terms of raw numbers, how much did the US population grow between 1800 and 1820? Analytic: What is the impact within Massachusetts of its diminished role in the Electoral College? Creative: Using this graph as evidence, argue for or against the elimination of the Electoral College as the way to elect the President. Great web resource http://www.270towin.com/states
Numbered Heads Together Numbered Heads Together is a cooperative learning strategy that holds each student accountable for learning the material. 1. Place students in groups and give each student a number (from one to the maximum number in each group). 2. The teacher poses a question and students "put their heads together" to figure out the answer. Or you may have the students write the questions (a nice opportunity to review close reading, questioning, etc) and submit and use those. 3. The teacher calls a specific number to respond as spokesperson for the group. By having students work together in a group, this strategy ensures that each member knows the answer to problems or questions asked by the teacher. Because no one knows which number will be called, all team members must be prepared.
MODEL CURRICULUM UNITS As we look at these units, first as a full group, and then by discipline and grade, please consider the following: 1. How do the 5 components at Stage 1 work together? 2. How do these components allow for differentiation? 3. Do they allow you to differentiate sufficiently? What else might you need to do?
Set and Varied I will provide you with basic unit materials--think chapter study guides or essential primary sources. Working with others who teach your grade and discipline, you are tasked with adding some spice, drama and ways to make these generic materials engaging and differentiated. ELA: Of Mice and Men, Huck, Animal Farm SS: French Revolution (late addition), Constitution, http://www.usconstitution.net/const.html African Nation Study
Standards for WRITING in Grades 6-12 VERTICAL (Standards 1-10) Pair Share What aspects of reading are covered? THREE LITTLE WORDS-Capture the Essence of Each Standard
Standards for WRITING in Grades 6-12 HORIZONTAL (Grades 6-12) Each group takes one of the standards. How does it change from Grades 6 to 12? Using a highlighter, note shifts in language as skill progresses from grade to grade. Present to Full Group
PASS THE BATON PASS THE BATON Model: Anthony Burns http://cdn.loc.gov/service/pnp/pga/04200/04268v.jpg
PASS THE BATON PASS THE BATON Think about how this text might be used at the Middle School and High School levels. What elements are appropriate for each? What expectations do you have about the understanding and knowledge of your students as they enter the next level of education? What can the next level s teachers expect to inherit from you? Suggest an assignment path for this resource. In may be placed in any discipline or course, but it must be incorporated in at least 3 points in the 6-12 curriculum. Please also consider how it might be adapted for the varied skills and interests of students at each grade level. Identify the essential questions, desired outcomes, and checks for understanding--in short what you would want students to Know, Do and Understand as a result of using this resource at three points in their 6-12 education.
LOCAL The Cape, c. 1858, http://maps.bpl.org/id/10693 The Cape, c. 1926, http://maps.bpl.org/id/19528 NATIONAL Uncle Sam s Family Tree, http://maps.bpl.org/id/12971 Voting Rights Cartoon, http://my.ilstu.edu/~jabraun/socialstudies/assess/socsci/grafix/cartoon1.gif Slave Distribution Map, https://www.census.gov/history/www/sights_sounds/photos/1860_photos/1860usslaves.jpg Torn in Two Cartoon, https://c2.staticflickr.com/6/5292/5468266621_722058d5b4.jpg Liberator Masthead, http://tinyurl.com/zsfgwqu Plan of Rebellion, http://www.masshist.org/online/siege/doc-viewer.php?item_id=2053 GLOBAL Ptolemy World Map http://maps.bpl.org/id/m8610 Bunting World Map, http://maps.bpl.org/id/m8795 Visscher World Map, c. 1690 (with great art re Mythology) http://maps.bpl.org/id/m8714 Whale Chart, http://maps.bpl.org/id/m8753 Imperial Federation Map, c. 1886, http://www.davidrumsey.com/rumsey/Size4/RUMSEY~8~1/153/8238000.jpg
Workshop Evaluation Please go to website,http://mattersofeducation.org/worksh op_materials/dennis-yarmouth/ CODE:WI1FO
