Secondary ELAR Differentiated Instruction

Secondary ELAR Differentiated Instruction Principals Breakout Session November 8th, 2018 NEISD C&I: Secondary ELAR Jennifer Aguilar Neta Greene Differentiated instruction is not individualized instruction. Differentiated instruction implies a purposeful process

for adapting the teaching and learning processes of the classroom to accommodate the needs of all learners. -The Differentiated Math Classroom by Miki Murray In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs. How to Differentiate Instruction in Mixed Ability Classrooms -Carol Ann Tomlinson

Why: To better meet the needs of ALL students How: What: By gaining a better understanding of what differentiation LOOKS like in the ELAR classroom Engage in critical inquiry by:

Determining our own learning needs based on the current reality of differentiation in ELAR Deepening our knowledge base of differentiation strategies I acknowledge that you have different interests. I also acknowledge your teachers are at different readiness levels for this topic. Therefore, for the remainder of our time, I am going to

differentiate the next task. Principles of Differentiation An environment that encourages and supports learning Quality curriculum Assessment that informs teaching and learning Instruction that responds to student variance Differentiated Instruction... IS NOT IS

Individualized instruction of the PROACTIVE 1970s More Qualitative than Quantitative Chaotic Just another way to create homogeneous groups Rooted in Assessment Student-centered Tailoring the same suit of Blend of whole-class, group, clothes

and individual Teachers can differentiate through... Content - The information students learn or ways students access the information. Process - How students take in and make sense of the content. Product - How students show what they know, understand, and can do. Affect/Environment - The climate or tone of the classroom. Differentiating Through the Content

The what we want students to Know, Understand, and be able the to Do. How they access what Using video (or audio) instead of text. Small group instruction Hands-on modeling and thinkalouds Providing a partially completed organizer In Secondary ELAR, differentiating content looks like...

Acceleration with a small group Demonstration or modeling with manipulatives Asking students to draw pictures or diagrams Providing a graphic organizer Differentiating Through the Process In Secondary ELAR, differentiating process looks like... Socratic Seminar

The sense-making activity we want students to do in order to own what they Students practicelearned. using... Global revision Philosophical Chairs Partners or Individual practice Hands-on supports as needed Graphic organizers Workstations

Varying the student task to work within the levels of development Concrete: Using hands-on learning Representations: Using diagrams Differentiating Through the Product In Secondary ELAR, differentiating content looks like... Problem Solving

How students show us what they have learned. Student evidence of learning can include Boards versus Blank Posters Writing Assignments Using at least 4 words Options Formative Assessments Providing Choice Presentations in different forms Allowing the Use of Technology Task Menus

Verbal, Kinesthetic, and Paper/Pencil Exit Ticket with Options Solve this Problem In writing, describe what you know now Write your own problem Differentiating Through the Environment In Secondary ELAR, differentiating

environment looks like... Furniture Arrangements The setting of the classroom where students are learning. Differentiating the environment includes Student Groupings Group Roles Co-teaching models Work Spaces Pair / Share Practice Style

Adding Movement, such Scavenger Hunts or Group Huddle Four Corners Jigsaw with Expert Groups Teachers can differentiate according to the students... Readiness - A students proximity to specified learning goals. Interests - Passions, affinities, kinships that motivate learning. Learning Profile - Preferred approaches to learning.

Differentiatin g According to Students Readiness This is acknowledging students are at different levels of understanding In Secondary ELAR, differentiating content looks like... Varying activities within a scavenger hunt that has different starting points

Leveled practice where some students start on Level 2 and need different entry points to interact with the Work stations of varied complexity Differentiatin g According to Students Interests In Secondary ELAR, differentiating content looks like

Open-ended inquiries Home connections This is acknowledging Menus and choice boards students have different Allowing students to write their own texts and genres (invitations to write) given constraints interests and need

different entry points to interact with the content. Differentiatin g According to Students Learning Profile This is acknowledging students have different learning styles and teachers need to provide different modes of In Secondary ELAR, differentiating content looks like...

Providing hand-on learning Allowing for use of dry-erase markers with boards or on the desk Allowing for partners and individual practice Menus and choice boards Option 1: Given a sample class seating chart containing student data, describe how you would differentiate for this class. Option 2: Using the hot topic for your next faculty meeting as the content, describe how you can

differentiate according to your teachers readiness levels. Option 3: Explore the Differentiation section of our Secondary Math Curriculum. Provide us feedback on what our next step should be and how it connects to your next steps with differentiation in your classrooms. Please leave us your differentiated product. Thank

you Neta Greene Jennifer Aguilar Assistant Director of MS ELAR Assistant Director of HS ELAR [email protected] [email protected]

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