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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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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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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?
How do I make classroom content available?
Developing Positive Profiles…
Ac
ce
ss
De
sig
n P
oin
t #
1
Family Centered & Culturally Responsive
Facts Learning Preferences
Data-Based Observations
Functional Behavioral
Assessment
Monitoring Academic
Performance
Multiple Intelligences
Interest Inventories
Disability–Specific Information
Action Plans
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Promoting Access to the Content…
Ac
ce
ss
De
sig
n P
oin
t #
2
Levels of Participation
Layered Curriculum
Culturally Responsive Techniques
Classification Schemes
Products of Learning…
Ac
ce
ss
De
sig
n P
oin
t #
3
Formative Assessments
Grading Practices
Learning Preference Frameworks
Curriculum Based Assessments
Instructional Processes…
Ac
ce
ss
De
sig
n P
oin
t #
4
Arrangements
Strategies
Environment
Approaches
Formats
Instructional
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Interactive Learning…
Sce
na
rio
Act
ivit
ies
•Activities
•Review Scenarios
•Identify Mismatches
•Brainstorm Solutions
Planning…
Pri
ma
ry D
esi
gn
Po
ints
o
f D
iffe
ren
tia
tio
n
Pause & Reflect UDL Lesson Plan
Cycle Pause & Reflect
Pause & Reflect
Pause & Reflect
Differentiate the
Process; How
Students Show What
They Know
Differentiate the
Product; How
Students Show What
They Know
Gathering Facts
About the Learner
Differentiate Content
& Materials
16
iverse Learner Profile: Sara
Sarah has been identified with a
developmental delay. She is six
years old and the oldest of four
children. Living with her mother and
the mother’s boyfriend, Sarah and
her siblings have been removed out
of her home several times by Child
Protective Services for suspected
neglect and sexual abuse. Teachers
report she often comes to school
with definite signs of neglect. She
receives services through inclusive
practices in her first grade
classroom. Video Clip
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6
17
iverse Learner Profile: Illiana
Illiana is a 2nd grader who has attended
four elementary schools in the last
year. Her family is from Venezuela and
gained legal entry to the United States
only two months ago. The school has
begun to suspect Illiana has a
disability. However, because she does
not speak any English, they have
decided to access bilingual services
and provide extra supports in the
classroom before pursuing any formal
assessments. Illiana is often in the
small groupings taught by the resource
teacher during inclusive practices.
Video Clip
18
iverse Learner Profile: Mason Mason is a rising 4th grader. His
teachers have always described him
as bright. He attends a school that is
predominately African-American and
has a 98% free and reduce lunch
population. His school does not have a
program for gifted and talented
students. Mason’s 3rd grade teacher
was a “first year”. She tried to always
give him extra work and allowed him to
read advance leveled books, but was
not familiar with appropriate strategies
to help Mason reach his full potential.
Mason current year teacher thinks he
seems withdrawn. Video Clip
Classroom Practices: Tiered Assignments
Sarah Illiana Mason Objective
Develop and apply skills
to comprehend text that
is read, heard, or viewed
Prior Knowledge
Summary
Questions
Graphic Organizers
Prediction
Question
Author’s Purpose
Text Structure
Metacognitive strategies
Identify plot development
Evaluate relationships
Figurative language
Content
“What”
Identify three crucial points
from the text
Use all aspects of the text to
gain meaning; with an emphasis
on vocabulary
In-depth thematic study on a
topic chosen from the text
Process
“How”
Direct Instruction of each
step involved in using a
graphic organizer to identify
story elements
Direct Instruction of each step
involved in using text structure
to understand the vocabulary; or
reciprocal teaching strategy
Minimal instruction with
probing questions for
independent study
Environment
“Context “
Non threatening, accepting
of difference
Student-Centered
Emphasis on routines,
responsibility, and reflection
Product
“Evaluation”
A labeled picture of each
character
As part of an ongoing product
of developing a comprehension
game, make the vocabulary
cards
Develop a learning center that
includes info, materials, task
cards, games, books, websites
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UDL Planning • Facts about the student
– How do they learn?
– What culturally responsive lessons will they require?
• Content – What will they learn?
• Products – How will they demonstrate
learning?
• Differentiating Instruction
• Process – How students engage in
learning?
The
Hea
rt o
f th
e M
atte
r
Student Interest and Academic Assessment
Like Me
Not Like Me
For example: Oral and Written Reading Assessment
Scenario: Illiana
• Illiana is new to the class .
• Has attended 4 elementary schools in the last year.
• From Venezuela -gained legal entry to the U S only 2 months ago.
• Seldom participates in activities.
• Does not complete homework.
• Withdrawn
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Interactive Learning • Strengths/Interests:
– Background Knowledge & Experiences: • Recently arrived from Venezuela
– Interests & Skills: • Draws pictures, story telling
• Learning Styles:
– Visual, tactile-kinesthetic
• Multiple Intelligences: – Visual/spatial, intrapersonal
• Content Demands: – Science and social studies texts
2nd grade readability
– Teacher lecture, the students take turns reading orally, up and down the rows, from the textbook
• Process Demands: – Teacher Lecture
– Oral reading
– Independent answers with written answers, questions from the textbook; small group activities
• Product Demands: – Published tests
– Teacher-designed quizzes
– Short written answers to questions from text. Start in class; complete unfinished as homework
– Each student selects a topic for an independent report from either science or social studies.
Brainstorming Solutions
Activities Stop oral reading up and
down rows
Rehearse with Illiana the content that she will be assigned to read
Arrange for her to read with a partner
Do choral or echo reading
Create a word wall
o What other activities can you think of?
Example Activities
Rubric
Learning Menu
RAFT- Role Audience Format Topic
Scenario: James • Disrupts the entire class. Seldom focuses in class or
completes assignments.
• Lives with his grandmother- mother is incarcerated.
• Academic performance is well below grade level.
• Confrontational with teacher directions or reprimands.
• Difficulty following classroom rules.
• Enthusiastic about playing the saxophone in the marching and concert bands.
• Demonstrates problem-solving and memory skills that are not evident in his core courses.
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Interactive Learning • Strengths/Interests:
– Background Knowledge & Experiences: • Previously assigned to self-contained
classrooms, may have had limited gains due to behaviors.
– Interests & Skills: • Playing in the band; writing musical lyrics;
likes music (jazz)
• Learning Styles/Multiple Intelligences: – Multisensory; Musical/rhythmic;
Verbal/linguistic; Intrapersonal
• Content Demands: – Teacher lecture; reading from the book
• Process Demands:
– Lecture
– Student note taking of lecture
– Extensive use of worksheets
– Students assigned 7 to 10 step tasks w/o written reminders or questioning for understanding
– Students assigned select passages to read to the class
– No hands-on activities
– No projects
– No group work
• Product Demands: – Rapid fire questions with no think
time
– Frequent use of tests and quizzes
– Essay tests
– Competitive goal structure
Brainstorming Solutions
Activities
When you sense his frustration, send him on an errand, legitimize his leaving
Teach him to use self-talk to deescalate
Structure more cooperative group assignments
Gradually decrease the number of times he is allowed to leave class and go to a predetermined place
Create an in-class time out space for him
Activities Example
Writing Bingo
Concept Map
Evaluation Checklist
Find a Classmate Who (Vocabulary)
Scenario: Rebecca
• Struggles academically,
• Excessively late, inattentive, and defiant in her class.
• She frequently walks out of class, never completes homework, refuses to participate in some activities, and is failing the class.
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Interactive Learning • Strengths/Interests:
– Stamp Collecting
– Story Telling
• Learning Styles: – Auditory
• Multiple Intelligences: – Visual/spatial, interpersonal
• Content Demands: – Content made available by
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
Example Activities
Math Ticket
Think Dots
Multiple Entry Journal
Response Cards