Transcript Differentiated Instruction: Adapting the Process

Differentiated Instruction:
Making the Connections
Workshop 4
Facilitated By
Sara Fridley & Kathleen West
Region 3 Education Service Agency
[email protected]
[email protected]
Workshop Outcomes
Complete paperwork for cohort credit &
stipends
Increased understanding of
differentiating the product for students
Complete USF Credit Forms
Registration Card
Differentiating Instruction
 EDU 539Q
 Jan.-May, 2006
 2 credits
 Platte

ESA Voucher
Fill out top right corner with complete
name & address info
Sign & Date
Trainers: Second payment of $300 will
occur after fall semester mentoring
hours
WebQuests
Integration of
technology
Focus on critical
thinking skills
Student centered
Web Quest Design
Topic
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Orients students & captures their interest
“start where you’re at” – pick a topic you are
comfortable with
Task
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Describes the end product
Most critical piece – make it challenging & deep
Process
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Explains strategies students will use to complete
the task
Include roles & steps to follow
More Web Quest Design
Resources
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Web sites students will use to complete the task
May want to provide search parameters for older
students if specific sites aren’t provided
Evaluation
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Measures results of process
Use a rubric that clearly sets criteria
Conclusion
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Sums up activity
Encourages students to reflect on the process
(Metacognition)
WebQuest Resources
Quest Garden
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http://webquest.org/questgarden/author/index.php
Bernie Dodge & Tom March (the gurus!)
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http://www.ozline.com/learning/index.htm
A school district Web Quest resource
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http://www.spa3.k12.sc.us/WebQuests.html
Web Quest Task-onomy
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http://webquest.sdsu.edu/taskonomy.html
ThinkQuest: Student created web quest projects
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http://www.thinkquest.org/library/index.html
More Web Quest Resources
http://www.oconee.k12.sc.us/teachers/lharrison/2004/vermeerwq.htm
http://www.jameshollis.com/WQ2/
http://www.ccsd.net/schools/lummis/Hybarger/zoohomepage.html
http://can-do.com/uci/lessons98/BodyBuilder.html
http://www.bestwebquests.com
http://www.tenafly.k12.nj.us/~teisenberg2/mapquest/
http://www.tenafly.k12.nj.us/~teisenberg2/worldcultures/
http://www.busyteacherscafe.com/webquests/solarsystem/solarsystem
_webquest.htm
http://www.busyteacherscafe.com/webquests/solarsystem/solarsystem
_webquest.htm
http://coe.west.asu.edu/students/cindelicato/intro.html
http://www.milforded.org/schools/calfpen/jcox/wq/revwar.html
“The Equalizer”
One way to think about readiness variance using the same
topic – can be a guide to Tiering Assignments.
Time For Lunch
Return at
1:00
String Activity
Essential Question
How might you use “The
Equalizer” to address varied
readiness levels, interests,
learning profiles, and talents
in your own classroom to
benefit the range of learners
you teach?
Tiered Assignments
Rationale – “when tasks are well beyond the
grasp of students, those students do not
learn.”
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Burn out
Rationale – “advanced learner may make A’s
when tasks are too easy for them, but they
also do not learn.”
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Tedium
Zone of Proximal Development
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“we learn only when tasks are a little too hard for
us and a support system is available to help us.”
Moderate Challenge
Indicators of Effective Tiers
Tiers are squarely focused on essential
knowledge, understanding, and skill
Tiers are equally engaging to students
Pre-assessment formed basis for assigning
students to tiers
ALL students must think at a high level to
complete task
Support system is in place
Students understand the task and why they
are not all doing the same thing
Layered Curriculum
Kathy Nunley
“C” Level (knowledge base)
 “B” Level
 “A” Level (highest level thinking skills)
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Layers based on Bloom’s Taxonomy
Each student makes choices from ALL
layers
http://www.help4teachers.com
Tiered Assignments Based on
Multiple Intelligences
Choices of process or product
Match the Tier with the Intelligence
Gardner Theory
 Sternberg Theory
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Watch the ASCD Video
Next Steps
Fill out evaluation
Email final version of both lessons to
Sara to post on ESA web page
Recruit 3 colleagues to mentor during
Fall 2006