Transcript What is your definition of Differentiation?

What is
What does it look like in your
classroom?
Differentiate- To modify the
presentation of the content,
process, product and/or learning
environment, based on readiness
levels, interests, and learning
profiles to provide success and
challenge for all students. – WIDA Resources
When and where in the real world
have you been differentiated for?
• It is real world and
relevant.
• It is a part of real life,
and not negative.
• Think, Pair, Share
Activity
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Doctor's Office
Mechanic
Stores and Restaurants
Lessons – music, sports,
dance, exercise…
• Airplanes
• Travels in other
countries
How Do I Differentiate for ELLs?
Language Differentiation: Ensuring the gradelevel content is comprehensible and challenging
while meeting the diverse language and learning
needs of ELLs.
Support
Instructional strategies or
tools to aid with making
content comprehensible
Scaffold
Building upon students’
knowledge and acquired
skills
Differentiation through
Scaffolding and Support
SCAFFOLD: an educator’s
intentional act of building upon
students’ already acquired skills
and knowledge to teach new skills- WIDA Resources
Scaffold the language, keep the cognitive demand high.
SUPPORT: use of instructional
strategies or tools used to
assist students in accessing
content necessary for classroom
understanding or communication
and to help construct meaning
from language- WIDA Resources
Gradual Release of Responsibility Model
Mentoring Roles & Responsibilities
Teacher
I do it
Direct Instruction
Focus Lesson
We do it
Guided Instruction
Student
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Provides direct instruction
Establishes goals and purpose
Models
Think aloud
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Actively listens
Takes notes
Asks for clarification
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Interactive instruction
Works with students
Checks, prompts, clues
Provides additional modeling
Meets with needs-based
groups
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Asks and responds to
questions
Works with teacher and
classmates
Completes process alongside
others
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You do it
together
Collaborative
Learning
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Moves among groups
Clarifies confusion
Provides support
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You do it
independently
Independent Practice
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Provides feedback
Evaluates
Determines level of
understanding
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Works with classmates, shares
outcome
Collaborates on authentic task
Consolidates learning
Completes process in small
group
Looks to peers for clarification
Works alone
Relies on notes, activities,
classroom
learning to complete
assignment
Takes full responsibility for
outcome
Improving Practice
with Sarah Brown Wessling
Instructional Model: Gradual Release of Responsibility
Questions to Consider:
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How would using
the, "I do it, We do it,
You do it together, You
do it alone," model
change the way you
plan your lessons?
•
How do the post-its
hold students
accountable and push
them to think about
their own cognition?
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Beyond shifting the
cognitive load, what
are the benefits of
structuring lessons in
this way?
Support Examples
Specific Examples of Sensory Supports
Example Use of Graphic Organizers
How to differentiate effectively?
• Determine the current ability.
• Define what the student CAN DO…
• Determine specifically what the student is
expected to accomplish.
• Identify the gaps between what they are
expected to accomplish in the activity or lesson
and their current ability.
• Implement strategies that allow the student to
meet the expectations with what they can
already do linguistically.
Can-Do Descriptors
• A resource to support classroom instruction
• Can-Do Descriptors describe how ELLs process
and use language for each language domain and
level of language proficiency
• They provide a sampling of language students can
comprehend and produce in the classroom
• They apply to all five WIDA ELD standards
• Can be used to plan lessons or observe students'
progress
From RG-58 of the
2007 standards
Pick a Level
• Review the classroom activities with your
partner.
• First, using the Can-Do Descriptors, record the
English language proficiency level a student
needs to perform the task INDEPENDENTLY.
• Then use the supports to determine how you
would differentiate the task for one
proficiency level up and one proficiency level
down.
Exit Slip:
Identify at least one new strategy you plan
to incorporate into your classroom in order
to better support your ELLs?
Questions?