221+Agenda+4.3.14

Post your comments about differentiation below: (Don't forget to sign your post with three tildes )

While the "teaching channel" seems to fully support differentiation in every classroom, whether tiering or scaffolding, it seems that there is no easy method or straightforward way for determining which students need to be differentiated. For example, the teaching channel specifically states that it is hard to tell whether a student is advanced or behind in a few simple tests, so how will a teacher know which groups of students need to be further challenged during a lesson and which students need to be taught at a slower more simplistic way?user:mfreel1

Differentiated instruction seems to be beneficial for all students. While it sounds like it can be complicated and frustrating, the "ends are worth the means." However, in order to differentiate instruction, one possibly has to split students up into different groups. In the New Teacher Survival Guide video, the teacher gives students different word problems based on ability. I was curious - how does that make the slower learning students feel? For me, science is already not my strong point, and I think that in high school I would have been embarrassed to have been placed in a 'lower-level' group. How does one get around that? user:JulieH17

Upon watching the New Teacher Survival Guide video, I liked a lot of the points made. However, how do you successfully tier or scaffold in a way that the students who are further behind don't feel less than the students who are ahead of them? user:supersarah3

I really like the idea of differentiation because when going through school, no one moves at the same pace. When I was looking at the New Teacher Survival Guide, as Julie said, because it gave one possible idea for a lesson using differentiation. The only problem I have is that how can a teacher keep track of all the different students moving at different paces and how can you assess the students? Do all the students take the same test or do they all have tests tailored to them? user:andyn7

Going along with Sarah's comment, in the New Teacher Survival Guide, the teacher gave some of her students more difficult problems than others depending on their mastery of the topic to tier the lesson. Looking at this from a student's point of view, I would honestly not try as hard on the assignment so that I could get the easier problems and complete them much quicker. (I know this isn't the ideal student but many students would feel the same) My question is, are we grading these more difficult problems, or giving extra credit for them or simply having the students do them for fun? How do we scaffold the lesson for students of different levels of understanding in a way that is fair? user:anne957

I like the idea of differentiated instruction because every student can move at his or her own pace and not feel like they are being left behind or not being challenged enough. However, from a teacher perspective, how can one teacher always have so many different things going on in one classroom without losing track or getting some students too far ahead of others? user:juliag23

Is using a variety of teaching strategies already a form of differentiation, since it addresses the needs of students with different learning styles? We mention differentiating by skill level (for the low-performing students and for the advanced students), but what are other ways we can differentiate? Is there a difference between differentiation on the level of a lesson and "big-picture" differentiation throughout a unit or course? user:AlinaST

9:25 - 9:40 - Welcome and Review (Julie)
 * Notetaker: Julia
 * Photographer: Sarah
 * Reviewer: Anne


 * Objectives: **
 * **I can explain the rationale for differentiated instruction.**
 * **I can describe what it means to differentiate by product, process, and content.**

9:40 - 10:15 - Differentiation Discussion

What does this have to do with teaching and learning? []

- All start together, but differentiate later - Variety in timing, but not a lot of different moves - Similar skill set, so don't need a lot of differentiation (level playing field) - Even though not everybody is doing the same thing at the same time, they start together and are working towards a common goal (metaphor for: not excusing certain students from reaching goal, just providing a different path)
 * Why would a teacher choose to differentiate instruction?
 * What are the primary goals of differentiation?
 * What does it mean to differentiate by product, process, and content?
 * What are some specific instructional strategies that can be used to differentiate?
 * What are some potential benefits and challenges of differentiating?

Andy, Megan, and Julie's Gold Rush Lesson: - Give each group a different article dependent on their abilities - present to class (tiering) - Capture interest at the beginning ("poppy intro" appeal to what they know) - Heterogenous grouping - scaffold article reading, summarize paragraphs - Post activity options - acrostic, topic sentences, summary pamphlet - Mixed groups, break up reading time - discus the text, move around

How do you not make kids feel bad because they are not in the "smart" group? Leveled groups - students know which group they are in - Can be very valuable, but can also be very damaging

Teach an entire lesson and just implement different things to differentiate for students. - Remember to use even the instructions that don't necessarily appeal to your learning style

- Differentiation Cue Card

Clear Learning Goals Ongoing Assessment and Adjustment Flexible Grouping Positive Learning Environment Respectful Tasks Differentiate between: CONTENT, PROCESS, PRODUCT According to Students': READINESS, INTEREST, LEARNING PROFILE

__ Some Common DI Strategies __
 * R.A.F.T.S - http://daretodifferentiate.wikispaces.com/R.A.F.T.+Assignments
 * Student Choice Boards - http://daretodifferentiate.wikispaces.com/Choice+Boards
 * Tiered Curriculum - http://daretodifferentiate.wikispaces.com/Tiering

10:15 - 10:45 - __iPads and Differentiated Instruction__
 * How can you imagine using iPads to differentiate instruction?
 * http://www.teachthought.com/apps-2/the-55-best-best-free-education-apps-for-ipad/
 * Explore the link above (or others) to answer the question. Be prepared to share at least 3 general ideas and 3 content-area specific ideas. (Post your responses on the wiki)

10:45 - 11:20 - __ Choice Board __

11:20 - 12:00 - Differentiation Application


 * Housekeeping:**
 * We will have class on Tuesday, April 8.
 * For Thursday, April 10, P.E.T. Inquiry-Based Instruction - Post a comment on the agenda board that DIRECTLY REFLECTS your learning from the P.E.T.