Change happens at the building level and it won't happen without the vital. Song Ann Tomlinson

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Change happens at the building level and it won't happen without the main. Song Ann Tomlinson

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If you think everybody is going to separate direction in a year or two, it is ideal to not request that they do anything. Hymn Ann Tomlinson

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Four Common Barriers to DI

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Four Common Barriers to DI Lack of educational modules clarity

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Four Common Barriers to DI Lack of educational programs clarity Lack of comprehension of where understudies are and their identity

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Four Common Barriers to DI Lack of educational programs clarity Lack of comprehension of where understudies are and their identity Lack of utilization of successful instructional methodologies

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Four Common Barriers to DI Lack of educational programs clarity Lack of comprehension of where understudies are and their identity Lack of utilization of viable instructional methodologies Inability to oversee adaptable settings

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Differentiated Instruction Training of Trainers MCIU #23 Day 3

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Outcomes Day 3 Welcome, Feedback and Application Discussion of Chapter 5 Key Points Know, Do and Understand- - KDU Ongoing Assessment Tiered Lessons Wrap

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4 Pillars of DI Differentiated Instruction Curriculum Assessment Instruction Management

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Applying DI in the Classroom Individually—p. 57 Share in sets of three Share at tables listening for something critical for entire gathering I

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Applying DI in the Classroom Something important to impart to the gathering

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Chapter 5 Analysis Select 2 key focuses from Chapter 5 Site the focuses and how they are associated Listen for direction for how to impart to the gathering C

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KDU Planning Complete pages 199 and 200 Consider a unit that is coming up or one that you might want to change Feel allowed to chip away at your own particular or with an accomplice A

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What is vital substance? What the learner ought to know, comprehend and have the capacity to do toward the end of a unit of direction (uses levels of learning). Answers the question "Why should we take in this?" Makes associations between separated actualities and aptitudes so they have meaning. C

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Know, Do, Understand KNOW - Facts that are discrete bits of data we accept to be valid. Solidifying happens at 32 degrees. People ought to get 8 hours of rest. DO - Skill or accomplishing something with the learning picked up Writing a passage Finding a fundamental thought C

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UNDERSTAND – incorporates huge thoughts, key inquiries, and ideas Concepts: Conflict Systems Patterns Change C

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UNDERSTAND – incorporates huge thoughts, crucial inquiries, and ideas. Vital Questions: How are frame and capacity related in Biology? How do successful essayists snare and hold their perusers? What are the points of confinement of scientific representation/demonstrating? C

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KDU – first grade Math Know: Shapes have names Vocabulary: circle, triangle, square, rectangle Do: Compare and differentiation diverse shapes Separate a blend of states of various sizes into like classifications Understand: Shapes Objects have different attributes which can be utilized to gathering them. C

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KDU – second grade LA "Ronald Morgan Goes To Bat" Know: Who is Ronald Morgan What sort of baseball player he is Do: What do his companions consider him? Discover the entry that demonstrates this. What does his mentor consider him? How would you know? Discover the section that demonstrates to you the reply. Figure out what Ronald's issue is. Depict how he takes care of his issue. Comprehend: Problems Identifying issues in stories and how characters tackled the issues helps understudies comprehend issues and stories. C

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Grade 6 Social Studies Students will : Know : Names and parts of gatherings in the medieval class framework. Do : Research See occasions through fluctuated points of view Share inquire about & viewpoints with associates Understand : Roles in the medieval framework were reliant. A man's part in the primitive framework will shape his/her point of view on occasions.

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KDU – HS Circulation Know: 3 sorts of veins—supply routes, veins and vessels. Human heart has 4 particular chambers. Blood streams far from the heart in conduits and back to the heart in veins. Do: Trace the blood course through the heart and lungs Analyze the impact of various chemicals on vein Understand: Interdependence, wellbeing Describe in detail how the circulatory framework and different frameworks are reliant. Comprehend that heart wellbeing is a cooperation of hereditary qualities and environment. C

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KDU Planning Complete pages 199 and 200 Consider a unit that is coming up or one that you might want to change Feel allowed to take a shot at your own or with an accomplice A

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A Reminder… Clarity about what understudies ought to Know Understand Be Able to Do as an aftereffect of a unit, lesson, week, and so forth. Is the establishment of Durable Learning for All Students Meaningful Preassessment Useful Ongoing Assessment Fair and Valid Summative Assessment Defensible Adaptations for Advanced & Struggling Learners (It's THAT critical!!)

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Ongoing Assessment "Most imperative thing we do." Rick Stiggins Journal of Staff Development , Spring 1999

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Lesson Planning and Assessment Objective/reason: The what and the why. Expectant set: What will the understudies do? Input/displaying: What do I need the understudies to know or do? In what capacity will I effectively connect with them? CHECK FOR UNDERSTANDING: What will the understudies do? At the point when will they isn't that right? In what manner will gather the information?

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Lesson Planning and Assessment Guided practice: How will the understudies rehearse the new learning? By what method will I screen the practice? Free practice: Remind understudies it is impeccable practice that makes consummate. Conclusion: What will understudies do to abridge the learning?

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Diagnostic Assessment Planning Review demonstrative evaluation illustrations pages 156 to 169 Consider the unit that you did the KDU and create 2 conceivable "continuous appraisals" Feel allowed to chip away at your own or with an accomplice A

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Evidence of Understanding A

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Creating a Powerful Product 1. Identify the essentials of the unit/contemplate K-U-D 2. Identify format(s) "Bundling alternatives" 3. Determine desires for quality Content-Process-Product

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Creating a Powerful Product, cont'd 4. Decide on platform you may need to fabricate Promote achievement Develop an unmistakable item task Differentiate the assignments in view of: Readiness-Interest-Learning profile Coach For achievement!

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Possible Products Map Diagram Sculpture Discussion Demonstration Poem Profile Chart Play Dance Campaign Cassette Quiz Show Banner Brochure Debate Flow Chart Puppet Show Tour Lecture Editorial Painting Costume Placement Blueprint Catalog Dialog Newspaper Scrapbook Lecture Questionnaire Flag Scrapbook Graph Debate Museum Learning Center Advertisement Book List Calendar Coloring Book Game Research Project TV Show Song Dictionary Film Collection Trial Machine Book Mural Award Recipe Test Puzzle Model Timeline Toy Article Diary Poster Magazine Computer Program Photographs Terrarium Petition Drive Teaching Lesson Prototype Speech Club Cartoon Biography Review Invention

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PRODUCT CHOICES CHART

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Research shows understudies learn best when appraisal… Gives them successful input Informs and coordinates guideline Actively includes them in their own learning Is utilized by understudies to evaluate themselves and see how to enhance

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Assessment Promoting Deep Understanding Directions: Based on your advantage or learning style pick a preparing movement that will best advance your learning Choices Double passage diary Concept outline coordinator I/A

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Preassessment scratch focuses: Explain to the understudies that you are doing preassessment and why The better you comprehend the KDU the more engaged the preassessment can be Give the preassessment 2 weeks before the unit

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NAEP Study 87 % Classrooms

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NAEP Study 87 % Classrooms 50 % Disengaged

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Tiered Analysis Process your comprehension of Tiered lessons by: Planning a layered lesson (p 80 or 106, see cases on 107-109) Challenge- - arranging layered Cube/Think Dots (p 101) Plan a layered menu (p 102)

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READING as a guardian for information in auxiliary classrooms Important for instructors to know how the understudies are perusing Need to know who's experiencing issues and who needs propelled materials

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READING as a watchman for information in optional classrooms If can't read course reading in what capacity would we be able to discover a work around? What would I be able to do to cultivate development as a peruser? tape content assets netTrekker mates www.lexile.com

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What's With Your Text Book? I

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McDougal Little—Tiered choices introduced in instructor's guide Prentice Hall—creating webquests for math and science writings Holt—Live Link= pieces perusing for lower levels; science labs leveled A, B, C Tech Paths—Curriculum mapping and lesson imparting programming What's To Your Text Book? I

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Tiered Analysis Complete the Tiering Analysis Organizer by Reviewing 360 to 365 in Binder or Reviewing 136 to 140 in Text Then share your investigation

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Tiered Analysis Process your comprehension of Tiered lessons by: Planning a layered lesson (p 80 or 106, see

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