October 16, 2015 Session 1

Brooke Douglas, Chris Loat

Lisa Schwartz

DIFFERENTIATED INSTRUCTION:CREATING A CLASSROOM FOR SUCCESS

Welcome

Who we are

Learning Intentions• I am more confident in my ability to teach a range of learners.

•I know the di structure of process, content & product.

• I am taking away one idea I can try.

Mix and MingleInstructions:

• Walk around to music.

• When the music stops, find a partner.

• Discuss the question given by teacher.

Debrief:

• Where’s the di in this activity?

What are picture sets?

•A concept attainment strategy

•A set of 4 images that show faces of a big idea related to a curricular area

•Support oral language development

•A window into where your students are at in terms of the topic being explored (formative assessment tool)

•Supports meeting students where they are

Differentiating Process and Content

PS. SOCIAL STUDIES

Where is the Differentiation?• How does this structure (process) support language learners?

• How does this strategy support accessing information (content)?

• Use Today’s Meet to record your conversations.

https://todaysmeet.com/diffstr

Communication Competency

Critical Thinking Competency

Big Ideas of Differentiated Instruction

• Know your students

• Purposeful planning

• Flexible teaching

• Multiple entry points for learning

• Choice and variety in showing what has been learned

• Strategic Assessment

Differentiating Product

LANGUAGE ARTS

Poetry Activity•Read the poem Mother to Son by Langston Hughes

•Discuss the author’s message in the poem

•Choose one of the options below to share the message:

Tableau (frozen picture/photograph)

Video – Tellagami? 30 hands? ShowMe?

Graphic organizer- web, fishbone etc.

Clay

Mother to SonBy Langston Hughes

Say Something•How is this differentiated instruction?

•What are the pros and cons of this activity?

•What elements of this activity can you apply to your own setting?

Vygotsky’s Zone of ProximalDevelopment

Making Meaning

1. Student attitudes about self and school

2. Student’s prior understandings

3. How student learns best

4. Student’s interests

5. Student’s beliefs

Differentiation continued…

WHAT ABOUT MATH?

Say Something• How is this differentiated instruction?

• What are the pros and cons of this activity?

• What elements of this activity can you apply to your own setting?

What’s your takeaway?

WHAT WILL YOU TRY?

Questions&

Feedback

https://survey.sd38.bc.ca/TakeSurvey.aspx?SurveyID=92MKl92