4 trends presentation website final

Differentiation4 Trends,[object Object],Team A,[object Object],Asia Adams, D’Anna Case, Aysha Davis,,[object Object],Felicia Fant, Beulah Hines, and ,[object Object],Lori Koglmeier,[object Object],MTE532,[object Object],University of Phoenix,[object Object],Nicole Baker,[object Object]
Agenda,[object Object]
Differentiation,[object Object],	According to the Access Center website:,[object Object],Differentiated instruction, also called 	differentiation, is a process through which teachers 	enhance learning by matching student 	characteristics to instruction and assessment. 	Differentiated instruction allows all students to 	access the same classroom curriculum by providing 	entry points, learning tasks, and outcomes that are 	tailored to students’ needs. Differentiated 	instruction is not a single strategy, but rather an 	approach to instruction that incorporates a variety 	of strategies. ,[object Object]
As archived by the U.S. Department of Education:,[object Object],	Differentiation is a student-centered teaching concept in which,[object Object],the classroom teacher plans for the diverse needs of students.,[object Object],The teacher must consider differences in the students:,[object Object],Learning styles, skill levels, and rates,[object Object],Learning difficulties,[object Object],Language proficiency,[object Object],Background experiences and knowledge,[object Object],Interests,[object Object],Motivation,[object Object],Ability to attend,[object Object],Social and emotional development,[object Object],Various intelligences,[object Object],Levels of abstraction,[object Object],Physical needs,[object Object]
Steps to Differentiation,[object Object],	1.  Choice,[object Object],		-  Allows students to have a choice when completing an objective.,[object Object],		-  Allowing students to choose their assignments provides a sense of ownership.,[object Object],	2.  Flexible Grouping,[object Object],		-  Students work in a variety of groups depending on task,[object Object],		-  Allows students to work with diverse groups of peers,[object Object],		-  Choose groups according to activity,[object Object],	3.  Centers,[object Object],		-  Variety of centers gives students a choice for individual choice,[object Object],		-  Student chooses center aligned with learning style,[object Object],	4.  Varying Assessments,[object Object],		-  Assessments by learning difficulty and learning style,[object Object]
Differentiation Theory Explanation,[object Object]
Trends in Math,[object Object],Choiceboard: An organizer – prepared by teacher containing various activities increasing in difficulty for students to choose and complete,[object Object],  Tic-tac-toe format, choose three,[object Object],  Students can make requirement decisions,[object Object],  Reinforces the goals of the lesson,[object Object],  Activities build on each other ,[object Object],  Are of varying difficulty,[object Object],  Good for diverse learners,[object Object]
Trends in Math,[object Object],Compacting is the process of adjusting instruction to account for prior student mastery of learning objectives.  Compacting involves a three-step process: ,[object Object],1. assess the student to determine his/her level of knowledge on the material to be studied and determine what he/she still needs to master,[object Object],	2.  create plans for what the student needs to know, and excuse the student from studying what he/she already knows,[object Object],	3. create plans for freed up time to be spent in enriched or accelerated study,[object Object],		A third grade class is learning to identify the parts of fractions.  Diagnostics indicate that two students already know the parts of fractions.  This excuses these students from completing the identifying activities, and are taught to add and subtract fractions. ,[object Object]
Trends in Science,[object Object],FOSS (Full Option Science System) is a research based system that is dedicated to improving learning and teaching of science for grades K-8,[object Object],Created to engage students in the processes of observing objects and events, testing hypothesis, and generate explanations as they explore the natural world.  ,[object Object],To construct their own inquiries, analyses and investigations,[object Object],Directly correlated to state and core standards,[object Object],Separate modules and courses according to grade level.,[object Object],Teacher materials including guides, videos, and experiment kits,[object Object],Useful techniques for special needs students. Items to promote a hands on dimension.,[object Object],Program produces alternatives to standard print by incorporating files such as Braille, large print, digital, and audio books,[object Object]
Trends in Science,[object Object],Tiered assignments are a way of getting everyone tothe same goal (learning a concept or skill) by using different strategies and methods.,[object Object],Students are taught the same concepts for each lesson.,[object Object],The teacher assesses the students’ current level of information and strengths:,[object Object],Categorize students according their abilities.,[object Object],Assigns activities to each student to demonstrate their grasp of the material.,[object Object],Activities are progressively more difficult based on the students’ abilities.,[object Object],Geared toward each student’s skills.,[object Object],The trend is applicable to science, math, and other subjects.,[object Object]
Instructional Issues,[object Object],Class Size – Hard to implement differentiated instruction in large classrooms.  ,[object Object],Professional Staff - One teacher cannot differentiate alone.,[object Object],Resources - Requires a variety of materials and resources be available for students with differing learning styles. ,[object Object],Administrative Support - Differentiated instruction is quality instruction, but it may look like organized chaos at times. Support depends on progress and grades.,[object Object],Parental Support - Support from parents is an absolute must for differentiated instruction to have an impact. ,[object Object],Time Consuming – Grouping students according to level requires assignments, assessments, and instructional material for all levels,[object Object]
Differentiated Instruction Student’s Side,[object Object]
Differentiated Lesson Plan – Math and Science,[object Object],Class Title: Science and Math,[object Object],Lesson Title: Landfill (Creating a Trash Pizza),[object Object],Grade Level: 2nd Grade,[object Object],Objectives:,[object Object],Explain the term landfill and recycle,[object Object],Sort sample contents of a typical landfill,[object Object],Understand that the trash we throw away does not go away,[object Object],Create a pie chart using percentages,[object Object],Materials:,[object Object],Landfill pie chart guide – handout,[object Object],Paper plates, scissors, and glue,[object Object],Assorted representative garbage,[object Object],Class Duration:  1 day,[object Object]
Lesson Plan – Page 2,[object Object],Differentiated Strategies Used:,[object Object],Questioning - Teacher,[object Object],Team Learning – Students,[object Object],Sharing and Cooperation – Students,[object Object],Enlisting help from students – Teacher,[object Object],Visual example of percentages,[object Object],Activities,[object Object],Question students on What is a Landfill and what goes into one.,[object Object],Call on several students until a list is compiled on the board.,[object Object],Have one of the students pass out the Pie Chart guides while another passes out the Paper Plates and still another the red construction paper circles.,[object Object],On a circular table, have containers filled with trash – pieces of newspaper, leaves, grass, pasta, beans, paper clips, rubber bands, toothpicks, small pieces of plastic bags, and clear beads.,[object Object],At their desks, have students glue the round red  paper circle to the paper plate.,[object Object]
Lesson Plan – Page 3,[object Object],Now using a ruler and a marker, divide the plate in pieces using the handout as the guide.  We now have our pizza with sauce.,[object Object],Next, have the students quietly go around the table and add pieces of trash to his or her pizza filling up section again using the handout guide, ie placing paper in the biggest section of the pie.,[object Object],After the students have completed his or her pie, have the students return to their desks.,[object Object],Assessment – Informal Questioning,[object Object],Ask students which section has the most trash.  Ask another the percentage from the handout. ,[object Object],Ask students which section has the smallest amount and again ask the percentage.,[object Object],Ask which types of trash live longer in the landfill and why. ,[object Object],Ask students ways of disposing  trash other than the garbage can.,[object Object],Have students explain why having less trash makes a healthier planet.,[object Object]
4 trends presentation   website final
4 trends presentation   website final
References,[object Object],Full option science system. (2011). Retrieved from http://lhsfoss.org/introduction/index.html ,[object Object],Hollowell, K. (2011). What are the problems with differentiated instruction?. Retrieved from http://www.ehow.com/about_5066080_problems-differentiated-instruction.html ,[object Object],Math-sciencetrends. (n.d.). In Differentiated Instruction and Math and Science Trends . Retrieved September 19, 2011, from http://math-sciencetrends.wikispaces.com/Math-Science+Trends+MAIN,[object Object],Teacherbad (2010, October 25). Differentiated instruction [Video file]. Retrieved from Differentiated Instruction by Teachbad website: http://www.youtube.com/watch?v=c8Mr-QUhZ9A ,[object Object],Teachtoons. (2010, October 10). Differentiation theory explanation [Video file]. Retrieved from YouTube website: http://www.youtube.com/watch?v=LO9MovZ77_o ,[object Object],Welcome to FOSSweb for FOSS second edition. (2011). Retrieved from http://www.fossweb.com/ ,[object Object]
References - 2,[object Object],Walker, M. (2007, February 6). Differentiated Instruction. Retrieved from http://www2.ed.gov/teachers/how/tools/initiative/summerworkshop/walker/index.html,[object Object],What are tiered activities?. (n.d.). Retrieved from http://differentiatedinstructionlessonplans.com/what-are-tiered-activities ,[object Object],What Is differentiated instruction?. (2004). Retrieved from http://www.k8accesscenter.org/training_resources/mathdifferentiation.asp ,[object Object],Willis, S. (2000). Differentiating instruction: Finding manageable ways to meet individual needs. Retrieved from http://www.ascd.org/publications/curriculum-update/winter2000/Differentiating-Instruction.aspx ,[object Object]
1 von 19

Más contenido relacionado

Was ist angesagt?(19)

Thesis Defense Thesis Defense
Thesis Defense
Thai Viet Van4.6K views
Serafini implement-rwSerafini implement-rw
Serafini implement-rw
Jennifer Evans488 views
Debra Penberthy154 views
Form 6Form 6
Form 6
Cayla Chua337 views
Luke Hale177 views
inventionjournals396 views
Berg 2014 de marginalizing scienceBerg 2014 de marginalizing science
Berg 2014 de marginalizing science
Universidad La Gran Colombia300 views
Differentiating instructionDifferentiating instruction
Differentiating instruction
ShaylynnCurtis340 views
Documenting Teaching EffectivenessDocumenting Teaching Effectiveness
Documenting Teaching Effectiveness
Ilene Dawn Alexander737 views
Flipped Classroom JASFlipped Classroom JAS
Flipped Classroom JAS
Chris Mortensen111 views
Content masteryContent mastery
Content mastery
le Tourneau5.3K views
Development of Research-Based Learning Model in Biology Education: What is Re...Development of Research-Based Learning Model in Biology Education: What is Re...
Development of Research-Based Learning Model in Biology Education: What is Re...
Journal of Education and Learning (EduLearn)7 views

Similar a 4 trends presentation website final(20)

Differentiating instructionDifferentiating instruction
Differentiating instruction
ShaylynnCurtis1.4K views
Online presentaionOnline presentaion
Online presentaion
alstond48237 views
Sce 3416 AllSce 3416 All
Sce 3416 All
M, Michelle Jeannite1.6K views
Differentiated instruction web oneDifferentiated instruction web one
Differentiated instruction web one
Lisa Stack1.4K views
JasTene Joe So'Real265 views
Katie Gomes463 views
Gifted and TalentedGifted and Talented
Gifted and Talented
KaliaShamanski1.5K views
Differentiated_Instruction Abbas SDifferentiated_Instruction Abbas S
Differentiated_Instruction Abbas S
Abbas Abdulsamad69 views
Differentiated instruction abbas sDifferentiated instruction abbas s
Differentiated instruction abbas s
Abbas Abdulsamad90 views
Differentiated InstructionDifferentiated Instruction
Differentiated Instruction
Susan Santoli4.4K views
The inquiry processThe inquiry process
The inquiry process
keftoda1.1K views
Week 3Week 3
Week 3
teambMTE533345 views
Differentiation presentationDifferentiation presentation
Differentiation presentation
Carla Anderson1.8K views
Multiple IntelligenceMultiple Intelligence
Multiple Intelligence
mollymunkatchy261 views
Math SkillsMath Skills
Math Skills
mollymunkatchy164 views
Tiip presentation 1Tiip presentation 1
Tiip presentation 1
susanaoliu815 views


Education and Diversity.pptxEducation and Diversity.pptx
Education and Diversity.pptx
DrHafizKosar56 views
NS3 Unit 2 Life processes of animals.pptxNS3 Unit 2 Life processes of animals.pptx
NS3 Unit 2 Life processes of animals.pptx
manuelaromero201389 views
ICS3211_lecture 08_2023.pdfICS3211_lecture 08_2023.pdf
ICS3211_lecture 08_2023.pdf
Vanessa Camilleri68 views
Azure DevOps Pipeline setup for Mule APIs #36Azure DevOps Pipeline setup for Mule APIs #36
Azure DevOps Pipeline setup for Mule APIs #36
MysoreMuleSoftMeetup75 views
Lecture: Open InnovationLecture: Open Innovation
Lecture: Open Innovation
Michal Hron82 views
BYSC infopack.pdfBYSC infopack.pdf
BYSC infopack.pdf
Fundacja Rozwoju Społeczeństwa Przedsiębiorczego144 views
Streaming Quiz 2023.pdfStreaming Quiz 2023.pdf
Streaming Quiz 2023.pdf
Quiz Club NITW87 views
STYP infopack.pdfSTYP infopack.pdf
STYP infopack.pdf
Fundacja Rozwoju Społeczeństwa Przedsiębiorczego143 views
Dance KS5 BreakdownDance KS5 Breakdown
Dance KS5 Breakdown
WestHatch52 views
Psychology KS5Psychology KS5
Psychology KS5
WestHatch53 views
Scope of Biochemistry.pptxScope of Biochemistry.pptx
Scope of Biochemistry.pptx
shoba shoba110 views
nisrinamadani2146 views
231112 (WR) v1  ChatGPT OEB 2023.pdf231112 (WR) v1  ChatGPT OEB 2023.pdf
231112 (WR) v1 ChatGPT OEB 2023.pdf
WilfredRubens.com100 views
2022 CAPE Merit List 2023 2022 CAPE Merit List 2023
2022 CAPE Merit List 2023
Caribbean Examinations Council3K views

4 trends presentation website final

  • 1.
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8.
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14.
  • 15.
  • 18.
  • 19.

Hinweis der Redaktion

  1. One trend being used to teach mathematics and other subjects is a choice board. A choice board offers the student multiple activities to choose from. However, the activities grow in difficulty and are designed to reinforce the goals of the lesson. Some choiceboards are designed in a tic-tac-toe type of format which requires the student to complete three activities on the choiceboard in a row to complete a tic-tac-toe. Using this type of format eliminates the possibility of a student only performing the easiest requirements on the choiceboard.
  2. Program OverviewFOSS (Full Option Science System) is a research based system that is dedicated to improving learning and teaching of science for grades K-8. Foss is guided by the advances in understanding how students think and learn. The materials used by FOSS are designed to meet the challenge of providing meaningful education in science for diverse populations in the classroom and to prepare students for the 21st century as well as life.The FOSS program was created to engage students in the processes of observing objects and events, testing hypothesis, and generate explanations as they explore the natural world. To construct their own inquiries, analyses and investigations, is considered by FOSS, as the best way for the students to appreciate science. Program ComponentsComponents for K–6 are a modular program consisting of 26 modules for the self-contained classroom. The components are teacher’s guides and preparation videos, equipment kits and FOSS science stories as well as Spanish Editions.For grades 6-8 there are nine courses, requiring 9-12 weeks to teach, for students and their teachers in departmental science. The Middle School program includes five interconnected components which are teacher’s guides and equipment kits, lab and resource notebooks for students and CD-ROM courses.FOSS Assessment System and FOSS web.com are components that are incorporated for both K-6 as well as Middle School (6-8) Science. Correlations to StandardsThe FOSS curriculum is a resource for elementary and middle school teachers to use to achieve his or her respective standards.Diversity in FOSSFOSS has incorporated useful techniques for students with disabilities. Using items such as tactical tools such as sorting trays, beakers, and histrogram boards adds the hands on dimension need for all students. NIMAS (National Instructional Materials Accessibility Standard) is used with the FOSS program to produce alternatives to standard print by incorporating files such as braille, large print, digital, and audio books — for students who are blind or have other print disabilities.