SlideShare ist ein Scribd-Unternehmen logo
1 von 31
Katie McKnight, Ph.D.
Katie@KatherineMcKnight.com

DIFFERENTIATED INSTRUCTION:
CONTENT LITERACY CENTERS
Tenets of Differentiated Instruction
 • Students differ in their learning profiles.

 • Classrooms in which students are active learners,
   decision makers, and problem solvers are more
   natural and effective
   than those in which students are served a "one-size-
   fits-all“ curriculum and treated as passive recipients
   of information.

 • "Covering information" takes a backseat to making
   meaning out of important ideas.
What are Learning Centers?
• Synonymous with Learning Stations.
• Learning Stations are locations that a teacher
  designs for students to work in small groups or
  individually.
• Each center has a clearly articulated learning
  activity.
Getting Started: A Checklist
1. Write out all directions for the students for
   each station.
2. Explain procedures and have them written
   out and posted in your classroom.
3. Create a “make up station” at the end of
   the rotation so that students can complete
   any unfinished work. Review and revision
   are key in the development of literacy skills
   sets.

                                                   4
Getting Started: A Checklist (cont’d)
4. The teacher should circulate among the groups
     to facilitate answers and questions about the
     work.
5. Formal assessment occurs when the students
     have finished the novel.
6. When possible, give students a choice at each
     station.
I like to make a poster for each station.

Let’s look at a model for learning centers.

                                                     5
A Classroom Picture
    Sample Stations for First Rotation

                                  Content
                 Reading          Study
Vocabulary       Strategy
Activity




  Practice         Listening or    Make
  with             Viewing
  Content          Center          Up
                                   Center

                                            6
Sample Learning Centers
Directions: Circulate around the room to the
different learning stations.
Consider the following questions:
1. How can you use this learning center activity for
    your content area and classroom?
2. As you consider your content area and a specific
    learning center, what adaptations and
    suggestions do you have for the activity?
Note: These learning centers focus on vocabulary.
When you create center activities for your
students, you will have a variety of activities, not
just vocabulary.
VOCABULARY AND TERMINILOGY CENTERS
Learning Center Station
Vocabulary




                 Samples are from: McKnight, K. (2010). The Teacher's Big Book of Graphic
                 Organizers: 100 Reproducible Organizers that Help Kids with                9
                 Reading, Writing, and the Content Areas. Jossey-Bass.
Learning Center Station
Vocabulary




                  Samples are from: McKnight, K. (2010). The Teacher's Big Book of Graphic
                  Organizers: 100 Reproducible Organizers that Help Kids with
                  Reading, Writing, and the Content Areas. Jossey-Bass.
                                                                                             10
Concept Sorts
• What is it?
• Introduces students to the vocabulary of a new topic or
  book.
• Students are provided with a list of terms or concepts
  from reading material.
• Students place words into different categories based on
  each word's meaning.
• Categories can be defined by the teacher or by the
  students.
• When used before reading, concept sorts provide an
  opportunity for a teacher to see what his or her students
  already know about the given content. When used after
  reading, teachers can assess their students' understanding
  of the concepts presented.
Concept Map
You or the student selects a word or concept for the center box of
the organizer. In the box directly above, students should write the
dictionary definition of the word or concept.
Students should record key elements of the word or concept in each
of the boxes on the upper left side.
In each of the boxes on the upper right side, the students should
record information that is incorrectly assigned to the word or
concept.
Examples of the word or concept are recorded in the boxes along the
bottom of the page.
The ‘‘What is it like?’’ and ‘‘What is it NOT like?’’ boxes can be
particularly challenging.
Be sure to model responses to these or allow students to work in
pairs so that they will have greater success in completing this activity.
Word Detective
• The importance of encouraging students to
  study words cannot be emphasized enough.
• In this center, students are prompted to
  research the etymology of words (and content
  area terms) and connect visual images to the
  words that they encounter.
Creating Slide Shows
• www.photopeach.c
  om
• Sample from an
  Algebra teacher
http://photopeach.co
m/album/tculv0?invit
ecode=b684ea3b5c
Vocabulary Demonstration Lesson

• http://www.adlit.org/media/mediatopics/voc
  ab/

• http://www.adlit.org/media/mediatopics/voc
  ab/
SAMPLE READING ACTIVITIES
KWL


K= What the reader already knows




      L= What the reader wants to learn or know.




                        L= What I learned
DRTA
DRTA
Sketch Through
                       Text




Daniels, H. and Zimmerman, S. (2004). Subjects Matter:
Every Teachers’ Guide to Content –Area Reading.
Portsmouth, NH: Heinemann, p 121.
Stop and Write
Inquiry Chart
The Inquiry Chart (I-Chart) is a strategy that
enables students to generate meaningful
questions about a topic and organize their writing.
Students integrate prior knowledge or thoughts
about the topic with additional information found
in several sources.
The I-Chart procedure is organized into three
phases: (1) Planning, (2) Interacting, and (3)
Integrating/Evaluating. Each phase consists of
activities designed to engage students in
evaluating a topic.
 http://www.adlit.org/strategies/21826/
I Do, We Do, You Do
• http://www.adlit.org/media/mediatopics/com
  prehension/

• Comprehension Demonstration
Visuals
• Graphic Organizers and other visuals support
  student comprehension and understanding of
  text.
• Here is an example from a Social Studies
  teacher
• http://www.adlit.org/media/mediatopics/cont
  entarea/
Feedback
• I need feedback from you about next steps.
• What do you need in order to experiment
  with content based centers?

Weitere ähnliche Inhalte

Was ist angesagt?

Engaging all learners with student centered activities
Engaging all learners with student centered activitiesEngaging all learners with student centered activities
Engaging all learners with student centered activitiescbhuck
 
Introduction to Guided Reading
Introduction to Guided ReadingIntroduction to Guided Reading
Introduction to Guided ReadingJane Farrall
 
Surrey.english.hum.dept.heads.2011
Surrey.english.hum.dept.heads.2011Surrey.english.hum.dept.heads.2011
Surrey.english.hum.dept.heads.2011Faye Brownlie
 
Topic 4 Media and Materials
Topic 4 Media and MaterialsTopic 4 Media and Materials
Topic 4 Media and Materialsmarkebalde
 
Math Literacy
Math LiteracyMath Literacy
Math LiteracyKayla21
 
Writing.science.math.roosevelt.m.s.final.3.30.15
Writing.science.math.roosevelt.m.s.final.3.30.15Writing.science.math.roosevelt.m.s.final.3.30.15
Writing.science.math.roosevelt.m.s.final.3.30.15Laurie Stowell
 
Eb.wtw ocra.4.30.16
Eb.wtw ocra.4.30.16Eb.wtw ocra.4.30.16
Eb.wtw ocra.4.30.16ebowers44
 
Engaged Learning Strategies
Engaged Learning StrategiesEngaged Learning Strategies
Engaged Learning StrategiesMandie Funk
 
CLIL and 21st Century Learning for Practical Use
  CLIL and 21st Century Learning for Practical Use   CLIL and 21st Century Learning for Practical Use
CLIL and 21st Century Learning for Practical Use Compass Publishing
 
Rica lk 11.2015students
Rica lk 11.2015studentsRica lk 11.2015students
Rica lk 11.2015studentslkeisler
 
E:\Differentiated Instruction\Di Ppts\Cape Alt School
E:\Differentiated Instruction\Di Ppts\Cape Alt  SchoolE:\Differentiated Instruction\Di Ppts\Cape Alt  School
E:\Differentiated Instruction\Di Ppts\Cape Alt Schoolsrh1
 
Vancouver afl - going deeper.may.2011
Vancouver   afl - going deeper.may.2011Vancouver   afl - going deeper.may.2011
Vancouver afl - going deeper.may.2011Faye Brownlie
 
Professional Devlopment: Helping teachers teach and students learn
Professional Devlopment: Helping teachers teach and students learnProfessional Devlopment: Helping teachers teach and students learn
Professional Devlopment: Helping teachers teach and students learnBruna Caltabiano
 
532 scaffold lesson plan
532 scaffold lesson plan532 scaffold lesson plan
532 scaffold lesson planjeanhilton
 
Hinckely EDMA624 2013
 Hinckely EDMA624 2013 Hinckely EDMA624 2013
Hinckely EDMA624 2013cathyisanti
 
Shared Inquiry Overview
Shared Inquiry OverviewShared Inquiry Overview
Shared Inquiry OverviewLinda Nitsche
 

Was ist angesagt? (20)

Engaging all learners with student centered activities
Engaging all learners with student centered activitiesEngaging all learners with student centered activities
Engaging all learners with student centered activities
 
Introduction to Guided Reading
Introduction to Guided ReadingIntroduction to Guided Reading
Introduction to Guided Reading
 
Surrey.english.hum.dept.heads.2011
Surrey.english.hum.dept.heads.2011Surrey.english.hum.dept.heads.2011
Surrey.english.hum.dept.heads.2011
 
Topic 4 Media and Materials
Topic 4 Media and MaterialsTopic 4 Media and Materials
Topic 4 Media and Materials
 
Salmon Arm Afl
Salmon Arm AflSalmon Arm Afl
Salmon Arm Afl
 
Math Literacy
Math LiteracyMath Literacy
Math Literacy
 
Writing.science.math.roosevelt.m.s.final.3.30.15
Writing.science.math.roosevelt.m.s.final.3.30.15Writing.science.math.roosevelt.m.s.final.3.30.15
Writing.science.math.roosevelt.m.s.final.3.30.15
 
Eb.wtw ocra.4.30.16
Eb.wtw ocra.4.30.16Eb.wtw ocra.4.30.16
Eb.wtw ocra.4.30.16
 
Shared Inquiry Great Books
Shared Inquiry Great Books Shared Inquiry Great Books
Shared Inquiry Great Books
 
Engaging Reluctant and Struggling Students in Middle School
Engaging Reluctant and Struggling Students  in Middle SchoolEngaging Reluctant and Struggling Students  in Middle School
Engaging Reluctant and Struggling Students in Middle School
 
Engaged Learning Strategies
Engaged Learning StrategiesEngaged Learning Strategies
Engaged Learning Strategies
 
CLIL and 21st Century Learning for Practical Use
  CLIL and 21st Century Learning for Practical Use   CLIL and 21st Century Learning for Practical Use
CLIL and 21st Century Learning for Practical Use
 
Rica lk 11.2015students
Rica lk 11.2015studentsRica lk 11.2015students
Rica lk 11.2015students
 
E:\Differentiated Instruction\Di Ppts\Cape Alt School
E:\Differentiated Instruction\Di Ppts\Cape Alt  SchoolE:\Differentiated Instruction\Di Ppts\Cape Alt  School
E:\Differentiated Instruction\Di Ppts\Cape Alt School
 
Vancouver afl - going deeper.may.2011
Vancouver   afl - going deeper.may.2011Vancouver   afl - going deeper.may.2011
Vancouver afl - going deeper.may.2011
 
Active learning
Active learningActive learning
Active learning
 
Professional Devlopment: Helping teachers teach and students learn
Professional Devlopment: Helping teachers teach and students learnProfessional Devlopment: Helping teachers teach and students learn
Professional Devlopment: Helping teachers teach and students learn
 
532 scaffold lesson plan
532 scaffold lesson plan532 scaffold lesson plan
532 scaffold lesson plan
 
Hinckely EDMA624 2013
 Hinckely EDMA624 2013 Hinckely EDMA624 2013
Hinckely EDMA624 2013
 
Shared Inquiry Overview
Shared Inquiry OverviewShared Inquiry Overview
Shared Inquiry Overview
 

Ähnlich wie Differentiated Instruction Content Literacy Centers

GCE: Strategies to Enhance Student Engagement and Boost Achievement
GCE: Strategies to Enhance Student Engagement and Boost AchievementGCE: Strategies to Enhance Student Engagement and Boost Achievement
GCE: Strategies to Enhance Student Engagement and Boost Achievement Katie McKnight
 
Pile 2013 final day
Pile 2013 final dayPile 2013 final day
Pile 2013 final daymtinoco1
 
Class 6 diiferentiated instruction i
Class 6   diiferentiated instruction iClass 6   diiferentiated instruction i
Class 6 diiferentiated instruction irmcquirter
 
Teacher's hand out 2nd g & in put situation novemb 22nd 2016
Teacher's hand out 2nd g & in put situation  novemb 22nd 2016Teacher's hand out 2nd g & in put situation  novemb 22nd 2016
Teacher's hand out 2nd g & in put situation novemb 22nd 2016Mr Bounab Samir
 
Teacher's hand out 2nd g & in put situation novemb 22nd 2016
Teacher's hand out 2nd g & in put situation  novemb 22nd 2016Teacher's hand out 2nd g & in put situation  novemb 22nd 2016
Teacher's hand out 2nd g & in put situation novemb 22nd 2016Mr Bounab Samir
 
Etr pathworks- la tarea escolar como estrategia educativa - meetings 1, 2 a...
Etr  pathworks- la tarea escolar como estrategia educativa - meetings 1,  2 a...Etr  pathworks- la tarea escolar como estrategia educativa - meetings 1,  2 a...
Etr pathworks- la tarea escolar como estrategia educativa - meetings 1, 2 a...stellams
 
Critical thinking and homework
Critical thinking and homeworkCritical thinking and homework
Critical thinking and homeworkKatie McKnight
 
Differentiated Instruction with HOTS
Differentiated Instruction with HOTSDifferentiated Instruction with HOTS
Differentiated Instruction with HOTSBeth Amaral
 
Professional Development: RIGOR
Professional Development: RIGORProfessional Development: RIGOR
Professional Development: RIGORlindseyjbarker
 
Lesson planning synchronous meeting 2
Lesson planning   synchronous meeting 2Lesson planning   synchronous meeting 2
Lesson planning synchronous meeting 2Casa Thomas Jefferson
 
Reading, Vasquez By Savaedi
Reading, Vasquez  By SavaediReading, Vasquez  By Savaedi
Reading, Vasquez By SavaediSavaedi
 
Student centered mathematics
Student centered mathematicsStudent centered mathematics
Student centered mathematicsharbaughs
 
EXPLICIT-INSTRUCTION-NTOT-Grade-5.ppt
EXPLICIT-INSTRUCTION-NTOT-Grade-5.pptEXPLICIT-INSTRUCTION-NTOT-Grade-5.ppt
EXPLICIT-INSTRUCTION-NTOT-Grade-5.pptLEILANIPELISIGAS2
 
Improving outcomes for our low attainers
Improving outcomes for our low attainersImproving outcomes for our low attainers
Improving outcomes for our low attainersgavinholden
 

Ähnlich wie Differentiated Instruction Content Literacy Centers (20)

GCE: Strategies to Enhance Student Engagement and Boost Achievement
GCE: Strategies to Enhance Student Engagement and Boost AchievementGCE: Strategies to Enhance Student Engagement and Boost Achievement
GCE: Strategies to Enhance Student Engagement and Boost Achievement
 
True Collaboration
True CollaborationTrue Collaboration
True Collaboration
 
Citi april13
Citi april13Citi april13
Citi april13
 
Amherst 8 09
Amherst 8 09Amherst 8 09
Amherst 8 09
 
Pile 2013 final day
Pile 2013 final dayPile 2013 final day
Pile 2013 final day
 
Class 6 diiferentiated instruction i
Class 6   diiferentiated instruction iClass 6   diiferentiated instruction i
Class 6 diiferentiated instruction i
 
Revised vicencio differentiated instruction
Revised vicencio differentiated instructionRevised vicencio differentiated instruction
Revised vicencio differentiated instruction
 
Teacher's hand out 2nd g & in put situation novemb 22nd 2016
Teacher's hand out 2nd g & in put situation  novemb 22nd 2016Teacher's hand out 2nd g & in put situation  novemb 22nd 2016
Teacher's hand out 2nd g & in put situation novemb 22nd 2016
 
Teacher's hand out 2nd g & in put situation novemb 22nd 2016
Teacher's hand out 2nd g & in put situation  novemb 22nd 2016Teacher's hand out 2nd g & in put situation  novemb 22nd 2016
Teacher's hand out 2nd g & in put situation novemb 22nd 2016
 
Etr pathworks- la tarea escolar como estrategia educativa - meetings 1, 2 a...
Etr  pathworks- la tarea escolar como estrategia educativa - meetings 1,  2 a...Etr  pathworks- la tarea escolar como estrategia educativa - meetings 1,  2 a...
Etr pathworks- la tarea escolar como estrategia educativa - meetings 1, 2 a...
 
Critical thinking and homework
Critical thinking and homeworkCritical thinking and homework
Critical thinking and homework
 
Differentiated Instruction with HOTS
Differentiated Instruction with HOTSDifferentiated Instruction with HOTS
Differentiated Instruction with HOTS
 
Professional Development: RIGOR
Professional Development: RIGORProfessional Development: RIGOR
Professional Development: RIGOR
 
Lesson planning synchronous meeting 2
Lesson planning   synchronous meeting 2Lesson planning   synchronous meeting 2
Lesson planning synchronous meeting 2
 
developing courses.pdf
developing courses.pdfdeveloping courses.pdf
developing courses.pdf
 
Reading, Vasquez By Savaedi
Reading, Vasquez  By SavaediReading, Vasquez  By Savaedi
Reading, Vasquez By Savaedi
 
Student centered mathematics
Student centered mathematicsStudent centered mathematics
Student centered mathematics
 
LESSON PLAN.pptx
LESSON PLAN.pptxLESSON PLAN.pptx
LESSON PLAN.pptx
 
EXPLICIT-INSTRUCTION-NTOT-Grade-5.ppt
EXPLICIT-INSTRUCTION-NTOT-Grade-5.pptEXPLICIT-INSTRUCTION-NTOT-Grade-5.ppt
EXPLICIT-INSTRUCTION-NTOT-Grade-5.ppt
 
Improving outcomes for our low attainers
Improving outcomes for our low attainersImproving outcomes for our low attainers
Improving outcomes for our low attainers
 

Mehr von Katie McKnight

Verona 1.reading in the content areas
Verona 1.reading in the content areasVerona 1.reading in the content areas
Verona 1.reading in the content areasKatie McKnight
 
K2 a tech workshopfinal
K2 a tech workshopfinalK2 a tech workshopfinal
K2 a tech workshopfinalKatie McKnight
 
Writing With Your Feet
Writing With Your FeetWriting With Your Feet
Writing With Your FeetKatie McKnight
 
Common Core State Standards and Differentiated Instruction
Common Core State Standards and Differentiated InstructionCommon Core State Standards and Differentiated Instruction
Common Core State Standards and Differentiated InstructionKatie McKnight
 
Di and Technology January 12, 2012
Di and Technology January 12, 2012Di and Technology January 12, 2012
Di and Technology January 12, 2012Katie McKnight
 
Di and Tech jan 12, Orlando, FL
Di and Tech  jan 12, Orlando, FLDi and Tech  jan 12, Orlando, FL
Di and Tech jan 12, Orlando, FLKatie McKnight
 
Ccss.ga.present.final jan 11
Ccss.ga.present.final jan 11Ccss.ga.present.final jan 11
Ccss.ga.present.final jan 11Katie McKnight
 
Reaching and Teaching Reluctant Readers
Reaching and Teaching Reluctant ReadersReaching and Teaching Reluctant Readers
Reaching and Teaching Reluctant ReadersKatie McKnight
 
Literature circles start to finish
Literature circles start to finishLiterature circles start to finish
Literature circles start to finishKatie McKnight
 
Teaching the Classics in the Inclusive Classroom.mcknight
Teaching the Classics in the Inclusive Classroom.mcknightTeaching the Classics in the Inclusive Classroom.mcknight
Teaching the Classics in the Inclusive Classroom.mcknightKatie McKnight
 
Homework that Makes Students Think
Homework that Makes Students ThinkHomework that Makes Students Think
Homework that Makes Students ThinkKatie McKnight
 
Using Homework to Promote Critical Thinking
Using Homework to Promote Critical ThinkingUsing Homework to Promote Critical Thinking
Using Homework to Promote Critical ThinkingKatie McKnight
 
Trouble with Textbooks
Trouble with TextbooksTrouble with Textbooks
Trouble with TextbooksKatie McKnight
 
Teaching the Classics in the Inclusive Classroom.mcknight
Teaching the Classics in the Inclusive Classroom.mcknightTeaching the Classics in the Inclusive Classroom.mcknight
Teaching the Classics in the Inclusive Classroom.mcknightKatie McKnight
 
C2 Content Literacy Strategies
C2 Content Literacy StrategiesC2 Content Literacy Strategies
C2 Content Literacy StrategiesKatie McKnight
 
A18 Integrating Multiple Intelligences in Writing
A18 Integrating Multiple Intelligences in WritingA18 Integrating Multiple Intelligences in Writing
A18 Integrating Multiple Intelligences in WritingKatie McKnight
 
Teaching Writing with Technology
Teaching Writing with TechnologyTeaching Writing with Technology
Teaching Writing with TechnologyKatie McKnight
 

Mehr von Katie McKnight (20)

Verona 1.reading in the content areas
Verona 1.reading in the content areasVerona 1.reading in the content areas
Verona 1.reading in the content areas
 
K2 a tech workshopfinal
K2 a tech workshopfinalK2 a tech workshopfinal
K2 a tech workshopfinal
 
Ccss.elizabethton
Ccss.elizabethtonCcss.elizabethton
Ccss.elizabethton
 
Writing With Your Feet
Writing With Your FeetWriting With Your Feet
Writing With Your Feet
 
Content area centers
Content area centersContent area centers
Content area centers
 
Common Core State Standards and Differentiated Instruction
Common Core State Standards and Differentiated InstructionCommon Core State Standards and Differentiated Instruction
Common Core State Standards and Differentiated Instruction
 
Di and Technology January 12, 2012
Di and Technology January 12, 2012Di and Technology January 12, 2012
Di and Technology January 12, 2012
 
Di and Tech jan 12, Orlando, FL
Di and Tech  jan 12, Orlando, FLDi and Tech  jan 12, Orlando, FL
Di and Tech jan 12, Orlando, FL
 
Ccss.ga.present.final jan 11
Ccss.ga.present.final jan 11Ccss.ga.present.final jan 11
Ccss.ga.present.final jan 11
 
Reaching and Teaching Reluctant Readers
Reaching and Teaching Reluctant ReadersReaching and Teaching Reluctant Readers
Reaching and Teaching Reluctant Readers
 
Literature circles start to finish
Literature circles start to finishLiterature circles start to finish
Literature circles start to finish
 
Content lit strat
Content lit stratContent lit strat
Content lit strat
 
Teaching the Classics in the Inclusive Classroom.mcknight
Teaching the Classics in the Inclusive Classroom.mcknightTeaching the Classics in the Inclusive Classroom.mcknight
Teaching the Classics in the Inclusive Classroom.mcknight
 
Homework that Makes Students Think
Homework that Makes Students ThinkHomework that Makes Students Think
Homework that Makes Students Think
 
Using Homework to Promote Critical Thinking
Using Homework to Promote Critical ThinkingUsing Homework to Promote Critical Thinking
Using Homework to Promote Critical Thinking
 
Trouble with Textbooks
Trouble with TextbooksTrouble with Textbooks
Trouble with Textbooks
 
Teaching the Classics in the Inclusive Classroom.mcknight
Teaching the Classics in the Inclusive Classroom.mcknightTeaching the Classics in the Inclusive Classroom.mcknight
Teaching the Classics in the Inclusive Classroom.mcknight
 
C2 Content Literacy Strategies
C2 Content Literacy StrategiesC2 Content Literacy Strategies
C2 Content Literacy Strategies
 
A18 Integrating Multiple Intelligences in Writing
A18 Integrating Multiple Intelligences in WritingA18 Integrating Multiple Intelligences in Writing
A18 Integrating Multiple Intelligences in Writing
 
Teaching Writing with Technology
Teaching Writing with TechnologyTeaching Writing with Technology
Teaching Writing with Technology
 

Kürzlich hochgeladen

Team Lead Succeed – Helping you and your team achieve high-performance teamwo...
Team Lead Succeed – Helping you and your team achieve high-performance teamwo...Team Lead Succeed – Helping you and your team achieve high-performance teamwo...
Team Lead Succeed – Helping you and your team achieve high-performance teamwo...Association for Project Management
 
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnvESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnvRicaMaeCastro1
 
Congestive Cardiac Failure..presentation
Congestive Cardiac Failure..presentationCongestive Cardiac Failure..presentation
Congestive Cardiac Failure..presentationdeepaannamalai16
 
4.11.24 Poverty and Inequality in America.pptx
4.11.24 Poverty and Inequality in America.pptx4.11.24 Poverty and Inequality in America.pptx
4.11.24 Poverty and Inequality in America.pptxmary850239
 
Narcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfNarcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfPrerana Jadhav
 
4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptx4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptxmary850239
 
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptxDecoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptxDhatriParmar
 
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxQ4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxlancelewisportillo
 
ROLES IN A STAGE PRODUCTION in arts.pptx
ROLES IN A STAGE PRODUCTION in arts.pptxROLES IN A STAGE PRODUCTION in arts.pptx
ROLES IN A STAGE PRODUCTION in arts.pptxVanesaIglesias10
 
ICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdfICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdfVanessa Camilleri
 
Multi Domain Alias In the Odoo 17 ERP Module
Multi Domain Alias In the Odoo 17 ERP ModuleMulti Domain Alias In the Odoo 17 ERP Module
Multi Domain Alias In the Odoo 17 ERP ModuleCeline George
 
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...Nguyen Thanh Tu Collection
 
Measures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped dataMeasures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped dataBabyAnnMotar
 
week 1 cookery 8 fourth - quarter .pptx
week 1 cookery 8  fourth  -  quarter .pptxweek 1 cookery 8  fourth  -  quarter .pptx
week 1 cookery 8 fourth - quarter .pptxJonalynLegaspi2
 
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITW
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITWQ-Factor HISPOL Quiz-6th April 2024, Quiz Club NITW
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITWQuiz Club NITW
 
Transaction Management in Database Management System
Transaction Management in Database Management SystemTransaction Management in Database Management System
Transaction Management in Database Management SystemChristalin Nelson
 
Man or Manufactured_ Redefining Humanity Through Biopunk Narratives.pptx
Man or Manufactured_ Redefining Humanity Through Biopunk Narratives.pptxMan or Manufactured_ Redefining Humanity Through Biopunk Narratives.pptx
Man or Manufactured_ Redefining Humanity Through Biopunk Narratives.pptxDhatriParmar
 

Kürzlich hochgeladen (20)

Team Lead Succeed – Helping you and your team achieve high-performance teamwo...
Team Lead Succeed – Helping you and your team achieve high-performance teamwo...Team Lead Succeed – Helping you and your team achieve high-performance teamwo...
Team Lead Succeed – Helping you and your team achieve high-performance teamwo...
 
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnvESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
 
Congestive Cardiac Failure..presentation
Congestive Cardiac Failure..presentationCongestive Cardiac Failure..presentation
Congestive Cardiac Failure..presentation
 
4.11.24 Poverty and Inequality in America.pptx
4.11.24 Poverty and Inequality in America.pptx4.11.24 Poverty and Inequality in America.pptx
4.11.24 Poverty and Inequality in America.pptx
 
Narcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfNarcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdf
 
4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptx4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptx
 
INCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptx
INCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptxINCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptx
INCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptx
 
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptxDecoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
 
Faculty Profile prashantha K EEE dept Sri Sairam college of Engineering
Faculty Profile prashantha K EEE dept Sri Sairam college of EngineeringFaculty Profile prashantha K EEE dept Sri Sairam college of Engineering
Faculty Profile prashantha K EEE dept Sri Sairam college of Engineering
 
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxQ4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
 
ROLES IN A STAGE PRODUCTION in arts.pptx
ROLES IN A STAGE PRODUCTION in arts.pptxROLES IN A STAGE PRODUCTION in arts.pptx
ROLES IN A STAGE PRODUCTION in arts.pptx
 
ICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdfICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdf
 
Multi Domain Alias In the Odoo 17 ERP Module
Multi Domain Alias In the Odoo 17 ERP ModuleMulti Domain Alias In the Odoo 17 ERP Module
Multi Domain Alias In the Odoo 17 ERP Module
 
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
 
Measures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped dataMeasures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped data
 
week 1 cookery 8 fourth - quarter .pptx
week 1 cookery 8  fourth  -  quarter .pptxweek 1 cookery 8  fourth  -  quarter .pptx
week 1 cookery 8 fourth - quarter .pptx
 
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITW
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITWQ-Factor HISPOL Quiz-6th April 2024, Quiz Club NITW
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITW
 
Mattingly "AI & Prompt Design: Large Language Models"
Mattingly "AI & Prompt Design: Large Language Models"Mattingly "AI & Prompt Design: Large Language Models"
Mattingly "AI & Prompt Design: Large Language Models"
 
Transaction Management in Database Management System
Transaction Management in Database Management SystemTransaction Management in Database Management System
Transaction Management in Database Management System
 
Man or Manufactured_ Redefining Humanity Through Biopunk Narratives.pptx
Man or Manufactured_ Redefining Humanity Through Biopunk Narratives.pptxMan or Manufactured_ Redefining Humanity Through Biopunk Narratives.pptx
Man or Manufactured_ Redefining Humanity Through Biopunk Narratives.pptx
 

Differentiated Instruction Content Literacy Centers

  • 2. Tenets of Differentiated Instruction • Students differ in their learning profiles. • Classrooms in which students are active learners, decision makers, and problem solvers are more natural and effective than those in which students are served a "one-size- fits-all“ curriculum and treated as passive recipients of information. • "Covering information" takes a backseat to making meaning out of important ideas.
  • 3. What are Learning Centers? • Synonymous with Learning Stations. • Learning Stations are locations that a teacher designs for students to work in small groups or individually. • Each center has a clearly articulated learning activity.
  • 4. Getting Started: A Checklist 1. Write out all directions for the students for each station. 2. Explain procedures and have them written out and posted in your classroom. 3. Create a “make up station” at the end of the rotation so that students can complete any unfinished work. Review and revision are key in the development of literacy skills sets. 4
  • 5. Getting Started: A Checklist (cont’d) 4. The teacher should circulate among the groups to facilitate answers and questions about the work. 5. Formal assessment occurs when the students have finished the novel. 6. When possible, give students a choice at each station. I like to make a poster for each station. Let’s look at a model for learning centers. 5
  • 6. A Classroom Picture Sample Stations for First Rotation Content Reading Study Vocabulary Strategy Activity Practice Listening or Make with Viewing Content Center Up Center 6
  • 7. Sample Learning Centers Directions: Circulate around the room to the different learning stations. Consider the following questions: 1. How can you use this learning center activity for your content area and classroom? 2. As you consider your content area and a specific learning center, what adaptations and suggestions do you have for the activity? Note: These learning centers focus on vocabulary. When you create center activities for your students, you will have a variety of activities, not just vocabulary.
  • 9. Learning Center Station Vocabulary Samples are from: McKnight, K. (2010). The Teacher's Big Book of Graphic Organizers: 100 Reproducible Organizers that Help Kids with 9 Reading, Writing, and the Content Areas. Jossey-Bass.
  • 10. Learning Center Station Vocabulary Samples are from: McKnight, K. (2010). The Teacher's Big Book of Graphic Organizers: 100 Reproducible Organizers that Help Kids with Reading, Writing, and the Content Areas. Jossey-Bass. 10
  • 11. Concept Sorts • What is it? • Introduces students to the vocabulary of a new topic or book. • Students are provided with a list of terms or concepts from reading material. • Students place words into different categories based on each word's meaning. • Categories can be defined by the teacher or by the students. • When used before reading, concept sorts provide an opportunity for a teacher to see what his or her students already know about the given content. When used after reading, teachers can assess their students' understanding of the concepts presented.
  • 12. Concept Map You or the student selects a word or concept for the center box of the organizer. In the box directly above, students should write the dictionary definition of the word or concept. Students should record key elements of the word or concept in each of the boxes on the upper left side. In each of the boxes on the upper right side, the students should record information that is incorrectly assigned to the word or concept. Examples of the word or concept are recorded in the boxes along the bottom of the page. The ‘‘What is it like?’’ and ‘‘What is it NOT like?’’ boxes can be particularly challenging. Be sure to model responses to these or allow students to work in pairs so that they will have greater success in completing this activity.
  • 13.
  • 14. Word Detective • The importance of encouraging students to study words cannot be emphasized enough. • In this center, students are prompted to research the etymology of words (and content area terms) and connect visual images to the words that they encounter.
  • 15. Creating Slide Shows • www.photopeach.c om • Sample from an Algebra teacher http://photopeach.co m/album/tculv0?invit ecode=b684ea3b5c
  • 16. Vocabulary Demonstration Lesson • http://www.adlit.org/media/mediatopics/voc ab/ • http://www.adlit.org/media/mediatopics/voc ab/
  • 18. KWL K= What the reader already knows L= What the reader wants to learn or know. L= What I learned
  • 19. DRTA
  • 20. DRTA
  • 21.
  • 22.
  • 23. Sketch Through Text Daniels, H. and Zimmerman, S. (2004). Subjects Matter: Every Teachers’ Guide to Content –Area Reading. Portsmouth, NH: Heinemann, p 121.
  • 25. Inquiry Chart The Inquiry Chart (I-Chart) is a strategy that enables students to generate meaningful questions about a topic and organize their writing. Students integrate prior knowledge or thoughts about the topic with additional information found in several sources. The I-Chart procedure is organized into three phases: (1) Planning, (2) Interacting, and (3) Integrating/Evaluating. Each phase consists of activities designed to engage students in evaluating a topic. http://www.adlit.org/strategies/21826/
  • 26. I Do, We Do, You Do • http://www.adlit.org/media/mediatopics/com prehension/ • Comprehension Demonstration
  • 27.
  • 28. Visuals • Graphic Organizers and other visuals support student comprehension and understanding of text. • Here is an example from a Social Studies teacher • http://www.adlit.org/media/mediatopics/cont entarea/
  • 29.
  • 30.
  • 31. Feedback • I need feedback from you about next steps. • What do you need in order to experiment with content based centers?