Classroom Strategies that Support Differentiation Eastern PA Special Education Conference Hershey, PA October 2010

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PaceMethod/Learning StyleAmountPeer InteractionTeacher InteractionContent. Item TypeChoice/MenusProject WorkCreativityLink to interestsMovement. ONES TWOSTHREES. How Differentiation Techniques Benefit All Students. Understudies will probably show fitting practices in the classroom and in the school when learning styles are gone to, and when they see the

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Classroom Strategies that Support Differentiation Eastern PA Special Education Conference Hershey, PA October 2010 Presented by: Susan Winebrenner Education Consulting Service, Inc. www.susanwinebrenner.com susanwinebrenner86@gmail.com

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Pace Method/Learning Style Amount Peer Interaction Teacher Interaction Content Product Type Choice/Menus Project Work Creativity Link to premiums Movement ONES TWOS THREES

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How Differentiation Techniques Benefit All Students will probably show fitting practices in the classroom and in the school when learning styles are gone to, and when they see the educational programs is testing, significant and applicable. Pleasing learning "styles" can enormously enhance effective learning results for all understudies. Understudies with cutting edge learning capacity likewise have a learning "style" that requires separation of learning exercises, showing methodology and gathering hones.

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AUDITORY Logical, Analytical, Sequential Learns by hearing; instructs by disclosing to Wants course in verbal detail Shopping list intelligent & consecutive Thinks legitimately and successively; sorted out and perfect; garments coordinate Recalls names, truths, and dates VISUAL:TACTILE-KINESTHETIC Global, Holistic, In Context Learns by observing; educates by indicating Wants heading in a guide Shopping list irregular and hasty Think arbitrarily; seems complicated; garments may not coordinate Recalls confronts, pictures, and examples Learning Style s ( Dunn and Carbo )

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GLOBAL and ELL LEARNERS Use visual signs in content, recordings, exhibitions, cases, learns by doing – not listening Chews, eats, doodles, or moves while learning Learns "in reverse" from entire to parts Graphic coordinators, mapping Should learn phonics "later" in setting Likes energy and funniness in stories Show redress illustrations - never blunders May not be AM learner

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WHOLISTIC needs of worldwide learners W gap to parts H ands on learning O rganize data outwardly L winning styles' concentration I mmerse the faculties S eek examples and associations T echnology help I ntegrate aptitudes into important settings C oncrete to extract

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Learn new material quickly Operate at mind boggling and dynamic levels Remember what they've realized perpetually Review and re-educating pointless Standards may as of now be aced Operate on various cerebrum channels at the same time – can multi-assignment successfully Don't need to watch speaker to hear him Have enthusiastic premiums Have awesome dread of being blemished Find school difficult from being misjudged Gifted Learners Are Different from Age Peers

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Learning Challenges Demonstrated by Twice-Exceptional Students Gifted in a few regions; therapeutic in others Ability to convey what needs be verbally yet an evident powerlessness to record any of the thoughts. May appear to be splendid and spurred outside of school, yet have real trouble finishing conventional learning assignments. General absence of fearlessness that shows itself as rigidity, unwillingness to go for broke, super-affectability to a feedback, defenselessness, socially lacking practices, & different practices intended to divert consideration from their learning deficiencies

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When a youngster is continually being applauded for how insightful or keen she will be, she may see that every one of her forces originate from common capacity, and consequently presume that exertion can have no influence in her capacity to be effective at any given errand. Encouraging long lasting accomplishment From: Bronson and Merryman: Nurture Shock Twelve Books.com When kids are continually commended for their intrinsic knowledge, they may infer that exertion can't have any effect. They may get to be distinctly frightful that in the event that they are seen to buckle down on an assignment, individuals may presume that they are not so much so savvy since keen individuals simply "know it", and don't need to buckle down. The most secure thing to do is to abstain from testing errands!

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How to commend adequately Praise adolescents for their diligent work and exertion as opposed to for the item or result or intrinsic capacities. They will be additionally eager to continue at errands when they trust their endeavors are in charge of the results. Bronson and Merryman: Nurture Shock Bronson, Po. How Not to Talk to Your Kids. www.nymag.com

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When one sees that a lower level need is not being met, all vitality and consideration are centered around that level until the need is met. Abraham Maslow's Hierarchy of Basic Human Needs Self-Actualization Needs To build up our gifts and be consistent with our objectives; to understand our potential; to have "crest encounters" Self-Esteem and Competence Needs To accomplish; to pick up endorsement and acknowledgment from others for our accomplishments; to have the capacity to confide in our own particular capacities Belonging and Love Needs To love and be adored; to have connections and be acknowledged; to realize that we are an esteemed individual from a gathering Safety Needs To feel protected, secure, and out of threat; to feel sure that we won't be hurt either physically or mentally Physiological Needs To have the nourishment, water, apparel, shield, rest, work out, and comfort we have to survive

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Goal Planning Chart

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Teaching Spelling by "Styles "

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Spelling Styles Record Sheet

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Compacting definition To "minimized" the educational modules is to give understudies full credit before you instruct the substance for what they definitely know. With new substance, we smaller by permitting propelled understudies to move at a speedier pace. Amid the "decision time" made, understudies deal with expansion exercises or activities. At the point when earlier authority has been illustrated, augmentation work is not evaluated. At the point when substance is new, augmentation work may be reviewed.

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Motivation and efficiency Gifted understudies oppose work that is dull and underneath their learning level. They will extend themselves to do testing work in the event that they are persuaded: They won't need to accomplish more work than their cohorts Their propelled work won't prompt to bring down recorded evaluations They are not anticipated that would complete the "general work" before chipping away at expansion exercises.

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Compacting Skill Work One Lesson at a Time Most Difficult First Teach close to 10-15 minutes, give rehearse task Allow 15-20 minutes for understudies to begin work in class Offer to all understudies MOST DIFFICULT FIRST choice: Anyone who can finish the Most Difficult Problems First, NEATLY, LEGIBLY, AND WITH NO MORE THAN ONE WRONG, and in 15 minutes or less, IS DONE PRACTICING With time they "purchase", they chip away at "decision" exercises Help just the individuals who start at start of the task Appoint "CHECKER" to right work of different volunteers Person can be the checker just once per week Collect their work; enter grades when different papers are gathered

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Pre-Test and Compact One Week at a Time (Spelling, syntax, vocabulary, handwriting, all abilities ) Students inspect forthcoming substance for one moment Offer pretest for volunteers at start of every unit Those who exhibit authority get dominance review Then do decision exercises; might be surveyed yet not evaluated; maintain a strategic distance from additional acknowledge Favorite Activity For accomplice, pick interchange words; learn spelling and significance Partners test each other; unmastered words go to next rundown REMEMBER: IT'S THEIR TIME; SHOW THEM HOW TO USE IT WISELY

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The Magic Rules for Independent Work Don't trouble anybody Don't point out yourself Do your work Keep records of your augmentation errands When you take after the principles, you get the opportunity to pick what to do. When you don't take after the standards, I get the chance to decide for you.

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Compacting for Primary Students Do "kid watching" to discover understudies who get on rapidly to new material, appear to definitely know a great part of the review level measures, or potentially have a wide storage facility of general information. Continuously give understudies full acknowledgment for what they have officially aced. Try not to anticipate that them will complete the "consistent work" before taking a shot at augmentation exercises. In the event that talented understudies need to take an interest in direct guideline, keep them there. Be that as it may, arrange seatwork at 2 levels: review level and progressed. Expel understudies from direct guideline by sending propelled understudies to tables that have the propelled undertakings on them. Show Magic Rules one by one – amass them

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Areas of Strength Documenting Mastery Alternate Activities Language expressions, spelling, composing, linguistic use, mechanics Pre test aftereffects of An on audit tests Will compose his book when the class is chipping away at aptitudes he has officially aced Reading Pre test consequences of An on survey trial of abilities and vocabulary Will read together to assemble information for his book Will compose his book Will join the class for 2 writing circles Map unit in social reviews Pre test consequences of A Will compose his book INSTEAD OF doing expansion exercises for guide related work. Was given choices and picked this. THE COMPACTOR Joseph Renzulli and Linda Smith Student's Name: James

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The Language Experience Method Students directs story in light of individual experience. Educator records it EXACTLY AS DICTATED, articulating each word as it is recorded. Begin another line for each sentence. Educator peruses story out loud to understudy. Understudy peruses story resoundingly to educator. Understudy works on perusing story sentences, all through request, forward and in reverse.

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Marie CarboRecorded Books Method Select high intrigue story. Give brief, fascinating acquaintance and time for understudy with look through the story. Perused each page in significant expressions utilizing a pace proper f

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